LB )5'7p 



LB ^76 



KEY FOR 

COMPLETION-TEST 
LANGUAGE SCALES 



By M. R. TRABUE 

Assistant Professor of Education 
Teachers College, Columbia University 



PUBLISHED BY 

Ztatttri College, Columtiia ©iniberstitp 

NEW YORK CITY 
1919 



KEY FOR 

COMPLETION-TEST 
LANGUAGE SCALES 



By M. R. TRABUE 

Assistant Professor of Education 
Teachers College, Columbia University 



PUBLISHED BY 

(Keaci)erfi College, Columbia ®nit)ers!itj» 

NEW YORK CITY 
1919 






Copyright, 1919, by 
Teachers College, Columbia University 



NOV 28 1919 



©CI.A5aG7.~0 



-vv^ 



PREFACE 

The separate publication of a Key for the Completion-Test 
Language Scales is the result of a combination of circumstances, 
involving the exhaustion of the first edition of the monograph 
and the lack of opportunity for rewriting it while in military 
service. Anyone who wishes to make extensive use of the 
language scales for the first time will undoubtedly feel the inade- 
quacy of the Key, which is published chiefly to provide the 
basis for scoring the sentences. 

A simplified text showing the derivation of the scales will be 
provided as soon as my return to civil life and peaceful thoughts 
permit. 

M. R. Trabue, 
Captain, A. G. D., U. S. A. 

Washington, D. C. 
November, 191 8 



For Elementary- School and High School 



13 
16 
20 

23 
27 



CONTENTS 

PAGE 

Directions for Administering Tests 5 

Scheme for Scoring Sentences 10 

Language Scale B ' 
Language Scale C 
Language Scale D ■ 
Language Scale E 
Language Scale F 

Language Scale T 1 1 30 

Language Scale K p^^ ^.^ ^^j^^^, ^^^ ,^^^,,^^ 33 

Language Scale L | '^ 36 

Language Scale M J J 39 

Other sentences used in original study 43 

Sentences Alpha 7 and Beta 33 54 

Calculation of Median Score in Language Scales 55 

Standard Scores on Language Scales 57 

Kelley's Arrangement for Individual Testing 59 

Difficulty of Each Sentence 70 



KEY FOR COMPLETION-TEST LANGUAGE SCALES 

I. Directions for Administering Tests 

If the class to be tested is a fourth grade class or higher, oral 
explanations will be sufficient. Below the fourth grade it will 
be necessary to distribute to each pupil the following practice 
sheet,* before allowing any pupil to see the scale with which he 
is to be measured. 

Practice Sheet 

Two and two are 

A boy is little, but a man is 

Girls and boys can run play- 

The boy has book. 

After passing one of these practice sheets to each child, make 
the following general explanations: 

I want to see if you can read what is printed on the little sheet of paper, and 
whether you can guess what words have been left out. Each little dotted 
line shows where a word was left out. If you can guess what word ought to 
be there, write it on the dotted line. Write just one word on each blank. 
Make each line say something. 

After making the above explanation, the teacher and the 
examiner should give assistance to any child who does not 
understand, seeing that each child learns what is expected. 

After the examiner is confident that each child has the correct 
idea of how to proceed, a copy of the scale to be used should 
be held up in full view of the entire class and the statement made 
that "This page is very much like the little sheet on which you 
have just been working, except that the last sentences on this 
sheet are very much harder." From this point the procedure 
is practically the same as that for the higher grades. 

In the fourth grade or above, or after the preliminary practice 
just described has been completed in a lower grade, the following 
oral explanation of the scale to be used should be made before 
distributing any papers: 

This sheet contains some incomplete sentences, — sentences in which some of 
the words were left out. There is a blank in each place where a word should 

* Practice sheets may be purchased with the Language Scales from the 
Bureau of Publications, Teachers College, Columbia University, New York, 

N. Y. 

s 



6 Key for Completion-Test Language Scales 

be written. Vou are to write one word on each blank, in each case writing 
the word which makes the most sensible statement. 

You will have just seven minutes in which to sign your name and age at the 
top of the page and write the words that are missing. The papers will be passed 
to you with the face downward. Do not turn them over until I tell you to. 
After I tell you to start, remember that you are to write just one word on each 
blank and that your score depends on the number of perfect sentences you 
have at the end of seven minutes. 

If there are no questions, the papers may then be distributed, 
care being taken that no child looks at the printed side until there 
is a paper upon the desk of each child and the following additional 
instructions have been given : 

After you have been working seven minutes, I shall say, "The time is up. 
All stop writing!" You will all please stop at once and lay aside \-our pens 
(or pencils). Now if you are all ready, you may turn your papers, sign your 
names, put down your ages and your grade, and fill the blanks. Go. 

Take note of the exact time at which the signal to start was 
given, allow exactly seven minutes, and give the command to 
stop writing. Collect all papers at once. It is very important 
that exactly seven minutes be allowed. A stop watch is the 
most satisfactory means of keeping the time on a test of this sort. 

Grade each paper according to the scheme shown in Section 2 
of this pamphlet, and make a record of the total number of points 
obtained by each child. Tabulate the scores, and calculate the 
median for the class and the range of scores required for the 
middle 50 per cent of the class, following the directions given in 
Section 3 of this pamphlet. 

Name 

Write only one word on each btank Grade 

Time Limit: Seven minutes Age (on last birthday) _ 



LANGUAGE SCALE B 

1. We like good boys girls. 

2. The is barking at the cat. 

3. The stars and the will shine tonight. 

4. Time often more valuable money. 

5. The poor baby as if it were sick. 

6. She if she will. 

7. Brothers and sisters always to help other 

and should quarrel. 

8 weather usually a good effect one's spirits. 

9. It is very annoying to tooth-ache, often 

comes at the most time imaginable. 

10. To friends is always the it takes. 



Directions for Administering Tests 7 

Name 

Write only one word on each blank Grade 

Time Limit: Seven minutes Age {on last birthday) _ 

LANGUAGE SCALE C 

1. The sky blue. 

2. Men older than boys. 

3. Good boys kind their sisters. 

4. The girl fell and her head. 

5. The rises the morning and at night. 

6. The boy who hard do well. 

7. Men more to do heavy work women. 

8. The sun is so that one can not 

directly causing great discomfort to the eyes. 

9. The knowledge of use fire is of 

important things known by but unknown animals. 

10. One ought to great care to the right of 

, for one who bad habits it to 

get away from them. 



Name 

Write only one word on each blank Grade 

Time Limit: Seven minutes Age {on last birthday) 



LANGUAGE SCALE D 

1. We are going school. 

2. I to school each day. 

3. The plays her dolls all day. 

4. The rude child does not many friends. 

5. Hard makes tired. 

6. It is good to hear voice friend. 

7. The happiest and contented man is the one lives a busy 

and useful 

8. The best advice usually obtained one's parents. 

9 things are satisfying to an ordinary than 

congenial friends. 

10 a rule one association friends. 



Note: These Language Scales — B, C, D, E, F, J, K, L, M — maybe pur- 
chased from the Bureau of Publications, Teachers College. Scales B, C, D, E, 
F are used for elementary-school and high-school groups; Scales J, K, L, M, for 
high-school and adult groups. 



8 Key for Completion-Test Language Scales 

Name 

Write only one word on each blank Grade 

Time Limit: Seven minutes Age {on last birthday) 

LANGUAGE SCALE E 

1. I see you. Can you see ? 

2. Ice is cold, but fire is 

3. The kind lady the poor man a dollar. 

4. The best to sleep is at night. 

5. Children should many lessons from parents. 

6. The child the river was drowned. 

7. It is a task to be kind to every beggar for 

money. 

8. Worry never improved a situation but has made 

conditions 

9. When one feels drowsy and , it happens that he is 

to fix his attention very successfully anything. 

ID. In order clearly at it is to 

artificial 



Name 

Write only one word on each blank Grade 

Time Limit: Seven minutes Age {on last birthday) 



LANGUAGE SCALE F 

1. I like to go to 

2. Women older than girls. 

3. The bird a song every morning. 

4. When the „ grows older he be a man. 

5. Children to pick 

6. All animals _... shelter during a 

7. The ..._ of your and mother is your brother. 

8. When two persons ..._ about which neither understands, 

they almost ..._ to disagree. 

9 want are often caused by 

10. The least difficult are by no always the most , 

are the tasks :... . the most disagreeable. 



Directions for Administering Tests 

Name 

Write only one word on each blank Grade 

Time Limit: Five minutes Age {on last birthday) 



LANGUAGE SCALE J 

1. Boys and soon become and women. 

2. The are often more contented the rich. 

3. The rose is a favorite because of fragrance and 

4. It is very to become acquainted persons who 

timid. 

5. Extremely old sometimes almost as care as 



6. One's in life upon so factors it is 

not to state any single for failure. 

7. The future of the stars and the facts of history are 

now once for all, I like them not. 

Name 

Write only one word on each blank Grade 

Time Limit: Five minutes Age {on last birthday) 

LANGUAGE SCALE K 

1. The boy will his hand if plays with fire. 

2. Hot weather comes in the and weather the 

winter. 

3. The poor little has nothing to ; he is hungry. 

4. Very few people how to spend time and to the best 

advantage. 

5. One not, as a , attention uninter- 

esting things. 

6. To eat one is is a pleasure. 

7 they us not, nature's are 

and unchangeable. 



Name 

Write only one word on each blank Grade 

Time Limit: Five minutes Age {on last birthday) 



LANGUAGE SCALE L 

1. Children are rude not easily win friends. 

2. Plenty exercise and air healthy and 

girls. 

3. In to maintain health, one should have nourishing 



4 happiness can not be with money. 

5. One's do always express his thoughts. 

6. To to wait, after having to go , 

very annoying. 

7. It is sometimes to between two of action. 

8. One can do his at one while of 

another. 



10 Key for Completion-Test Language Scales 

Name 

Write only one word on each blanii Grade 

Time Limit: Five minutes Age (on last birthday) 



LANGUAGE SCALE M 

1. One can not foretell will happen in the 

2. The dog a useful because his intelligence 

and faithfulness. 

3. Many people their health because do not 

the of hygiene. 

4. Nothing can one's happiness effectively than a guilty 



5. To many things ever finishing any of them 

a habit. 

6. The seems and dreary ....a discouraged 

7 that are to one by an friend should be par- 
doned readily than injuries done by one is not 

angry. 

8. It is that a full-grown man should a ghost 

he is . 



2. Scheme for Scoring Sentences 

The question of what should be called correct and what should 
be called incorrect in scoring the sentences as completed is a 
question upon which a great deal of time and worry may be 
spent. The important thing about scoring the sentences, how- 
ever, is not that the scheme used shall be absolutely perfect, but 
that the scheme used shall be used consistently. 

These sentences might be used to measure a great variety of 
qualities in the individual completing them. For example, we 
might score altogether according to the correctness of the gram- 
matical forms used. On the other hand, we might ignore gram- 
mar and make these sentences test the child's understanding, 
scoring according to the child's grasp of the ideas suggested by the 
printed words. We might score according to the judgment shown 
or the truthfulness of the child's statements in the sentences as 
completed. Again, it might be possible to use these sentences as 
tests of memory for phrases, of richness of associations, of unity 
and clearness of expression, of aptness in the choice of words, of 
imagination, or of other characteristics. 

The scheme that has actually been used has not been any par- 
ticular one of the above possibilities, but simply a general combi- 
nation of all of them. In some cases one element may have pre- 
dominated in causing a decision, and in other cases another 



Scheme for Scoring Sentences il 

element. No one needs to follow the scheme shown below if he 
finds it wrong, for it is only given in order that it may be perfectly 
clear just which combinations were allowed and which were not 
allowed in this study. The important things for one to do are 
to be sure that he is making no great errors in judgment, to 
be consistent, and to report just how he did score each sentence. 
The writer suggests that the detailed scheme shown on the fol- 
lowing pages be used as it stands in so far as possible, in order to 
secure uniformity and comparability.^ 

The following general scheme has been the basis upon which 
the more detailed judgments have been based: 



GENERAL SCHEME 

Score 2 

A score of 2 points is to be given each sentence completed per- 
fectly. Errors in spelling, capitalization, and punctuation should 
not be allowed to affect the score. 

Score I 

A score of i is to be given each sentence completed with only a 
slight imperfection. A poorly chosen word or a common gram- 
matical error, which makes the sentence less than perfect and yet 
leaves it with reasonably good sense, should serve to reduce the 
score from 2 to i. 

Score o 

A score of o is to be given if the sentence as completed has its 
sense or construction badly distorted. A sentence must have 
reasonably good meaning and express a sentiment which might 
honestly be held by an intelligent person in order to receive a 
higher credit than zero. 



1 With the preHminary series, 5 points were given for perfect, 4 for slightly 
less than perfect, 3 for still less, etc. The present scheme (2-1-0) is practically 
the same as though the lower end of the older scheme (4-5-3-2-1-0) had been 
omitted, using 2 in place of 5, i in place of 4, and o in place of 3, 2, i and o. 
With 40 pupils in each grade, the correlation between the relative difficulty of 
the preliminary-list sentences in the 6A grade and their relative difficulty in 
the 8B grade was .965 by the 5-0 method, .962 by the 2-0 method now used, 
and .958 if everything now scored 2 and i were called "right," and everything 
else "wrong." 



12 Key for Completion-Test Language Scales 

DETAILED SCHEME 

In those sentences having only one blank to be filled, any word 
appearing under the heading Score 2 was considered entirely 
satisfactory as a completion of the sentence. Those words appear- 
ing under the heading Score i were given half credit — a score of i 
— while the words appearing under Score o were given a score of o. 
The score of each sentence should be written on the test paper 
just under or at the end of the sentence.^ 



1 In those sentences where more than one blank appears, each blank is desig- 
nated by a letter, and the words which fit the blank are listed after the same 
letter in a column appearing below the sentence. Where two or three lists of 
words fit the same blank, each such list requiring a specific group of words in 
a subsequent blank is given a distinguishing number. To indicate then that 
full credit is to be allowed if any one of the words of group Ai in the first 
blank is followed by any word of group B4 in the second blank and any \yord 
of group C2 in the third blank, the following notation appears under the ital- 
icized direction to Score 2 : 

A I B4 C2 

This device of allowing a capital letter with a numeral to represent an entire 
list of words obviates the necessity of repeating an entire list of words for each 
combination in which the list may be used. 

The lists given in the following pages are not exhaustive, but they are 
suggestive of the way the scoring has been done. In many cases a different 
tense of the same word has not been recorded. Anyone who uses these scales 
will be called on constantly to make judgments upon new combinations, al- 
though the samples furnished under each sentence are varied enough to 
indicate by comparison about what value should be assigned to any particular 
new combination. 



LANGUAGE SCALE B 

1 . We like good boys girls. 

Score 2 

and, an 
Score I 

or, not, and good, also 
Score 

for, with, said the, and the 

2. The is barking at the cat. 

Score 2 

dog, hound, pup 
Score I 

dogs, boy 
Score o 

man, cat, god 

3. The stars and the will shine tonight. 

Score 2 

moon 
Score I 

light, planets, lights 
Score o 

dipper, stripes, clouds, city, sky, sun 

4. Time A often more valuable B money. 

Score 2 

A: is, was B: than 

Score I 

A: seems, becomes B: than 

Score o 

A: are B: than A: is B: with 

5. The poor baby A as if it were B sick. 

Ai : cries, cried, acts, acted, lies, lay, looks, looked 

A2 : suffers, suffered, appears, moans, sighs, lays, feels, behaves, was crying, 

groans 
Bi: very, getting, quite, extremely 

B2: feeling, nearly, dangerously, rather, almost, real, awfully, terribly, 
pretty, half, home, sea, bad, about, often, so 
Score 2 

Ai Bi 

Score I 

A2 Bi 

Ai B2 

Score 

Ai B: not 

A: was Bi 



14 Key for Completion-Test Language Scales 

6. She ..- - if she will. 

Score 2 

can, may 
Score I 

will, may go, can do well 
Score 

does, works, goes, has, is, could, knows, might, plays, is good, can't 

7. Brothers and sisters A always B to help C 

other and should D quarrel. 

Ai : should 

Bi : try, strive, offer, seek, agree, endeavor, learn, aim, attempt, want 

B2: consent, like, go, work, love, be ready, come, have, wish 

B3: expected, able, supposed, told, glad, happy, willing, eager, ready, bade, 

careful, good, apt, trying, together, best, needed 
Ci: each 
Di : not, never 
Score 2 

Ai Bi Ci Di 

Score I 

A: must Bi Ci Di 

Ai B2 Ci Di 

A: are B3 Ci Di 

Ai Bi C: the, an, one, one an Di 

A: nearly B: have Ci Di 

A: ought B: to try Ci Di 

A: most Bi Ci Di 

Score 

Ax Bi C: out, along, some Di 

A: can B: go C: one Di 

A: are B: ready C: one Di 

8 A weather usually B a good effect C 

one's spirits. 

Ai: Cold, Pleasant, Balmy, Frosty, Winter, Bright, Clear, Spring, Fair, 

Cool, Mild, Warm, Autumn, Beautiful 
A2: Summer, Good, Fine, Nice, The, Hot, Sunny, Calm, Rainy, Temperate, 

This, Such, Damp, Windy 
Bi: has 
Ci : on, upon 
Score 2 

Ai Bi Ci 

Score I 

Ai B: had Ci 

A2 Bi Ci 

Ai B: takes, produces Ci 

Score 

Ai, Summer, Damp, Bad Bi, is C: to, in 

Ai B: makes, shows Ci 

Ai B: gives C: to 

A: Bad Bi Ci 



Scheme for Scoring Sentences 15 

9. It is very annoying to A B toothache, C 

often comes at the most D time imaginable. 

A I : have 

A2: suffer 

Bi: a, the ,->, 

Ci: which 

Di : trying, unexpected, absurd, inconvenient, embarrassing, annoying, un- 
welcome, unusual, distressing, extraordinary, disagreeable, inoppor- 
tune, undesirable, unfortunate, unsuitable, unreasonable, objectionable 

D2: horrid, awkward, terrible, critical, unpleasant, busy, strange, important, 
unthinkable, peculiar, unlucky, harmful, valuable, strange, unlikely, 
unsatisfactory, unprepared, uncertain, awful, queer 

D3: unknown, pleasant, happy, joyful, worst, sudden 
Score 2 

Ai Bi Ci Di 

A2 B: from, with Ci Di 

Score I 

A2, get, feel, bear Bi Ci Di 

Ai Bi Ci D2 

A2 B: from Ci D2 

Ai Bi C: for it, as it, and it, that, it Di 

Score 

Ai -. Bi C: and Di 

Ai Bi Ci D3 

10. To A friends is always B the C it takes. 

A I : have, make, win, gain, be, help, keep 

A2: see, satisfy, meet, greet, know, please, find, treat, visit, entertain, 

possess, obtain 
Bi : worth 

Ci: time, effort, trouble 
C2: endeavor, energy, pains, patience, work 
Score 2 

Ai Bi Ci 

Score I 

A2 Bi Ci 

Ai Bi C2 

Score 

Ai B: for, worthy of Ci 

A: win B: better C: longer 

A: our B: given C: best 



LANGUAGE SCALE C 

1. The sky blue. 

Score 2 

is, was, became, turned, looks, appears, seems 
Score I 

got, is very, is not, has 
Score o 

are, light, very, dark 

2. Men older than boys. 

Score 2 

are, act, look, appear, seem 
Score I 

grow, were, is 
Score o 

be, see 

3. Good boys A kind B their sisters. 

Ai : are 

A2: were, must be, should be, will be, act, is 

Bi: to 

B2: with, toward, like, also, and 

Score 2 

Ai Bi 

Score I 

A2 Bi 

Ai B2 

A: and B: love 

A: think B: of 

A: do B: things for 

A: say B: words to 

Score 

Ai B: for, as, by 

4. The girl fell and her head. 

Score 2 

hurt, injured, bruised, cut, hit, struck, bumped 
Score I 

knocked, came down on, crushed, fractured, broke 
Score 

split, busted, on, bunked 

5. The A rises B the morning and C at 

night. 

Ax: sun 
Bi: in, during 
Ci: sets, sinks, disappears 
C2: falls 

C3: goes, leaves, lowers, sits, moon, never, goes down, set, not, descends, 
drops, dies, the moon, fades 



Scheme for Scoring Sentences 17 

Score 2 

Ai Bi Ci 

Score I 

A: temperature Bi C2 

A: boy, bird Bi C: sleeps, rests 

A: tide Bi C2, also 

Ai Bi C3 

Score o 

Ai Bi C: sometimes 

Ai B: every Ci 

6. The boy who A hard B do well. 

Ai: works, tries, studies, thinks 
A2: worked, tried, studied, thought 
A3: plays, hits, work, try 
Bi: will 

B2: can, may, does, shall, should, could, must, did 
Score 2 

Ai Bi 

Score I 

Ai B2 

A2 Bi, B2 

A3 Bi 

Score 

Ai B: sometimes, surely, often 

A: did B: work did 

A: work B: did 

A: does B: work 

7. Men A more B to do heavy work C 

women, 

Ai: are 
A2: have 

Bi: able, competent, willing, inclined, apt, ready, likely 
B2: ability, strength, inclination, power 

B3: prepared, anxious, eager, liable, fitted, equal, accustomed, suited, satis- 
fied, fit, capable, used, adapted, wanted, required, taken, healthy, 

qualified, built, stronger, suitable, useful 
B4: ambition, energy, time, muscle, tools, right, business 
Ci: than 
Score 2 

Ai Bi Ci 

A2 B2 Ci 

Score I 

Ai B3 Ci 

A2 B4 Ci 

A: try, like, ought B: often Ci 

A: earn B: money Ci 

A: know B: how Ci 

A: need B: tools, money Ci 

A: appear Bi Ci 

Score o 

Ai B: made, asked, good, active Ci 

Ai B: useful, able C: for 

A: work B: hard Ci 

A: do B: thinking Ci 

A2 B: brains, work Gi 



1 8 Key for Completion-Test Language Scales 

8. The sun is so A that one can not B C 

D directly E causing great discomfort to the 

eyes. 

Ai: brilliant, dazzling, radiant, bright 

A2: blinding, intense, strong, light, powerful, glary, hot, red, fiery, high 

Bi : look, gaze, stare 

B2 : endure, bear, stand 

Ci: at 

Di: it 

Ei: without 

Score 2 

Ai Bi Ci Di Ei 

Score I 

A2 Bi Ci Di Ei 

A I B2 C: its D: rays Ei 

Ai Bi C: into, toward, towards Di Ex, unless, 

for, if 

A: low B: read C: a D: book Ex 

Ai B: even C: look D: up Ei 

Score 

A: warm, far, low Bi Ci Di Ex 

Ai Bi Ci Di E: because, thus 

Ai B: see Cx: it D: so Ex 



The knowledge of A B use fire is C of 

D important things known by E but un- 
known F animals. 

Ax: how 

Bi: to 

B2: proper, correct, careful, important, skillful, great 

Cx: one 

C2: considered, rated, thought 

Di: the, many, several 

Ex: man, men, us, mankind, people 

E2: persons, scouts, humans 

Fi : to, by, among 

Score 2 

Ax Bi Ci Dx Ei Fx 

Score I 

Ki Bi Ci Di E2 Fi 

A: why B: we Ci Di Ex Fi 

A: when, having, the way Bi Ci Di Ei Fx 

Ai Bi C2 Di Ex Fi 

Ai Bi Ci D: most Ei Fx 

Score 

Ai Bi C: often Di Ex Fi 

A: the B2 Ci Di Ei Fx 

A: knowing B: how to Cx Di Ex Fi 



Scheme for Scoring Sentences 19 

10. One ought to A great care to B the right 

C of D , for one who E bad habits 

F it G to get away from them. 

Ai ; use, take, exercise 

Bi: form, choose, acquire, gain, cultivate, develop, adopt, establish, learn, 

teach, begin 

B2: obtain, get, possess, use, have, pursue, make, lead 

Ci: sort, kind 

C2: habits 

Di : habits 

D2: living, life, working, work, studying, study, speaking, speech, thinking, 

thought, learning, mind, procedure, action, attention, acting 

Ei: has, gains, contracts, forms, acquires 

Fi: finds 

Gi: hard, difficult 

G2: impossible, pays 

Score 2 

Ai Bi Ci Di Ei Fi Gi 

Ai Bi C2 D2 Ei Fi Gi 

Score I 

Ai B2 Ci Di Ei Fi Gi 

A I B2 C2 D2 Ei Fi Gi 

Ai Bi Ci Di Ei, gets, makes Fi G2 

Ai Bi Ci Di Ei F: has, makes Gi 

Ai Bi C2 Da Ei F: has, makes, Gi 

A: have, give Bi C2 D2 Ei Fi Gi 

A: have, give Bi Ci Di Ei Fi Gi 

Ai B: be Ci D: person Ei Fi Gi 

Ai B: begin C: way D: living Ei Fi Gi 

Ai B: do C: thing D: course Ei Fi Gi 

Ai B: do Ci D: things Ei Fi Gi 

Score 

Ai B: get C: start D: life Ei Fi G 

Ai B: do C: thing D: life Ei Fi Gi 



LANGUAGE SCALE D 

1. We are going schooL 

Score 2 

to, through, toward, before, after 
Score I 

into, from, to the, as a, to go to 
Score o 

at, in 

2. I to school each day. 

Score 2 

go, come, walk, ride, drive, run, went, came, rode, drove 
Score I 

am, am going, like to go, was, have gone 
Score 

like, to, going, study 

3. The A plays B her dolls all day. 

Score 2 

A: girl, child, baby B: with 

Score I 

A: boy, girls, cat, dog, children, little girl, B: with 

Score 

A: girl B: to, for 

4. The rude child does not many friends. 

Score 2 

have, make, gain, win 
Score I 

deserve, find, know, acquire, possess, keep, greet, appreciate, accumu- 
late, help, please, obey, meet, get, see, play with 
Score 

want, like, care for, need, has 

5. Hard A makes B tired. 

Ai : work, labor, play 

A2: traveling, tasks, luck, things 

A3: thing, bread, times 

Bi: one, people, you, him, her, me, men, women, them, us, folks, anyone, 

children 
B2: a man, minds, bodies 
Score 2 

A I.. Bi 

Score I 

Ai B2 

A2 Bi 

Score 

A3 Bi 



Scheme for Scoring Sentences 



21 



6. It is good to hear A voice 

Ai: the 



B. 



-C friend. 



A2: 
Bi: 



your 
of 



B2 : from 

Ci: a, one's, your, my, another, some, his, her, any, their 
C2: one, an old, a true, the, an intimate 
Score 2 

Ai Bi Ci 

Score I 

Ai Bi C2 

A2 B: my C: dear, good 

A: her B: to C: her 

A: a Bi, B2 C: a 

A: your, her B: calling C: your, her 

A2 B: again, tonight C: my 

A: that Bi C: my 

A: Caruso's B: with C: his 

A: her B: said C: Mary's 

Score 

Ai B2 Ci A: a Bi, B2 C: year 

A: one's B: said C: his 

A2 B: with, than C: your 

A; his B: and C: his 

7. The happiest and A contented man is the one 

B Hves a busy and useful C 

Ai: most, best 

A2: well, brightest, richest, the, nice, truly, loveliest, strongest, healthiest, 

more 
A3: good, poor 
Bi: who, that 
B2 : which 
Ci: life 
Score 2 

Ai .... 
Score I 
A I .... 
A2 .... 
Score 
A3 .... 



Bi 

B2 

Bi 
Bi 



Ci 

Ci 
Ci 

Ci 



usually B. 



obtained 



8. The best advice A.... 

C one's parents. 

Ai: may, can, will 

A2: is 

A3: might, could, would, should 

Bi: be 

B2: directly, that, correctly, freely, easily, readily, promptly, first, fully, 

soon, accurately, properly 

B3: rightly, well, best, only, to be, better, willingly, fairly, cheerfully 

B4: always, often, not, also, being 

Ci: from 

C2: of, by, through 



22 Key for Completion-Test Language Scales 

Score 2 

Ai Bi Ci 

A2 B2 Ci 

A: has B: been Ci 

Score I 

A3 Bi Ci 

Ai Bi C2 

A2 B3 Ci 

A2 B2 C2 

A: most, received B: is Ci 

A: one B: has Ci 

A: comes B: when Ci 

Score 

A2 B4 Ci 

A: children B: have Ci 

A2 B: best, to be C: by 

9 A things are B satisfying to an ordinary 

C than congenial friends. 



Ai: Few 

A2: Many, Some, No, Good, Sometimes, These, More, Those, New, One's, 

Pleasant, Queer, Such, Ordinary, What 
A3: Kind, All, The, Small, Often, Flattering 
B I : more 
B2 : less 

Ci: man, person, child, mortal, individual, boy, girl, woman 
C2: friend, companion, stranger, people, acquaintance 
C3: child, boy, girl 
Score 2 

Ai Bi Cx 

A: Most B2 Ci 

Score 1 

Ai Bi C2 

A: Play Bi C3 

A2 Bi, B2 Ci 

Score 

A3 Bi Ci 

Ai Bi C: one, condition 

Ai B: not C: man 

A2 Bi C: friend 

A2 B: quite Ci 

10 A a rule one B association C friends. 

Ai: As 

A2: Although 

Bi: enjoys, prefers, likes, desires, welcomes, seeks 

B2: holds, keeps, cultivates, finds, chooses, wishes, loves, gains 

Ci: with 



C2: of 




Score 2 

Ai 


Bi Ci 


Score I 

A I 

Ai 

A I 


Bi C2 

B: makes Ci 

B2 Ci, C2 


Score 

A I 

Ai 

A2 


B: chooses C: and 

B: keeps C: his 

B: like C2 



LANGUAGE SCALE E 

1. I see you. Can you see ? 

Score 2 

me 
Score I 

the cat, men, us, it, I can, yes 
Score o 

play, run, you 

2. Ice is cold, but fire is 

Score 2 

hot 
Score I 

good, not, red, burning, warm 
Score 

how, burned, cold 

3. The kind lady the poor man a dollar. 

Score 2 

gave, gives, offers, offered, paid, pays, took, sent, loaned, lent, handed > 
tendered 
Score I 

found, lends, loans, hands, sends, takes, give, is giving 
Score o 

finds, helps, owes, owed 

4. The best to sleep is at night. 

Score 2 

time 
Score I 

hour, way 
Score 

place, bed, air, girl, boy, of all, go, thing, when, thing is 

5. Children should A many lessons from B parents. 

Ai: learn, take, receive, obtain, get 
A2: study, have, observe, know, obey 
A3: show, do, recite 
Bi: their 
B2: the, fond, kind 
Score 2 

Ai Bi 

Score I 

A2 Bi 

Ai B2 

Score o 

A3 Bi 

A: have B: your 



24 Key for Completion-Test Language Scales 

6. The child A B the river C was 

drowned. 

Ai: fell 

A2: went, sprang, jumped, waded 

A3: swam, bathed, played, was 

A4: went 



A5: playing 
Bi: in 




B2: into 




B3: down, on, 


near 


B4: by 
B5: to 
Ci: and 




Score 2 




Ai 


... Bi 


k2 


... B2 



Bi, B2 Ci 

Ci 



Score I 

A3 Bi Ci 

A4 Bi, B3, B5, Ci 

A: ran B2, B5, Ci 

A: played, sat B: near Ci 

A: who B: crossed C: yesterday 

A: who fell B2 C: soon 

A: was B: at, on Ci 

A5 B4 C: side 

A5 B: on C: bank 

A5 B: near C: accidentally 

Score 

A4 B4 Ci 

A: was B4, B5 Ci 

A: played B: at Ci 

A: goes B5 Ci 

A: swam B: through Ci 

A5 B4 C: today, nearly 

It is a A task to be kind to every beggar B 

C for money. 

Ai: hard, burdensome, difficult, great, big, real, trying 

A2: philanthropic, charitable, heavy, bitter, noble, small, foolish, pleasant, 

good, little, bad, kind, worthy, mean 

A3: daily, poor, fine, nice, friendly, easy 

Bi: who, that 

B2: which 

Ci: asks, begs, pleads 

C2: calls, cries, comes, seeks, wants, looks, wishes, works 

Score 2 

Ai Bi Ci 

Score I 

A2 Bi Ci 

Ai Bi C2 

Ai B: when C: asked, he asks 

Ai B: asking C: one 

Ai B2 Ci 



Scheme for Scoring Sentences 



25 



Score 

A3 Bi Ci 

Ai B2 C2 

Ai Bi C: needs 

A: polite B: here C: asking 

8. Worry A never improved a situation but has B 

made conditions C 

Ai: has 

A2: certainly, surely 

Bi: often, usually, always, generally, merely, undoubtedly, sometimes, 

only, certainly, slowly, probably, simply, repeatedly, surely 

B2: rather, really, ever, mostly, even, instead, just, indeed, helped 

B3 : never 

C I : worse 

C2: serious, poor, change, poorer, bad, harder, miserable 

Score 2 

Ai Bi Ci 

A2 Bi Ci 



Score I 
A I 
Ai 
Ai 

Score 
Ai 
A: 



B2 Ci 

Bi C2 

B : always, gradually C2 



- B3 Ci 

can, will B: often Ci 

Ai B3, Bi C: better 

A: should Bi Ci 



When one feels drowsy and A , it B happens 

that he is C to fix his attention very successfully 

D anything. 

Ai : dull, tired, stupid, weary, fatigued, lazy, indolent, sleepy, inattentive, 
ill, inert, indisposed, sick 
weak, sad, bored, cross, is 

usually, generally, frequently, sometimes, often 
seldom, rarely 

invariably, always, soon, just, then, so 
able 
unable 

failing, able, slow, unfit, not able, too tired 
trying, going, ready, liable, apt 
on, upon 



A2: 
Bi: 
B2: 

B3: 
Ci: 
C2: 
C3: 
C4: 
Di: 

Score 2 
Ai 
Ai 

Score I 
K2 

A2 

Ai 
A I 
A I 
Ai 
Ai 



Bi 

B2 



C2 

Ci 



Di 
Di 



Bi C2 Di 

B2 Ci Di 

B2 Ci D: 

B3 C2 Di 

Bi C3 Di 

B2 C4 Di 

B: never C: apt . 



to, at 



Di 



26 Key for Completion-Test Language Scales 

Score o 

Ai Bi C: never Di 

Ai B: generally C: made Di 

Ai B: often C: not Di 

Ai B: sometimes C: lazy Di 

lo. In order A B clearly at C it is 

D to E artificial F 

Ai: to 
B I : see 
B2: look 
Ci: night 
C2: times, all 
Di: necessary, essential 
D2: better, best 
E I : use 
E2 : have 

Fi: light, means, devices 
Score 2 

Ai Bi Ci Di Ei Fi 

Ai Bi Ci Di E2 F: light 

Score I 

Ai Bi C2, sea Di Ei, E2 Fi 

Ai B: think C2 Di Ei, avoid F: 

stimulants 
Ai B2 C: light Di E2 F: pro- 
tection 

Ai Bi Ci D2 Ei Fi 

Ai B: hear, speak C: times, first Di 

Ei, adopt F: means 

Ai B: understand, explain C: times Di 

Ei F: examples 

Ai Bi Ci Di Ei F: glasses 

Score 

Ai Bi C: distance D2 E2 ¥'■ 

light 

A I Bi C: once D2 E: try F: 

means 

Ai B2 C: something D: advisable E: 

remove F: aids 

Ai B: think C: times Di Ei F: 

means 



LANGUAGE SCALE F 

1. I like to go to 

Score 2 

school, church, play, bed, mess, sleep, town, Chicago 
Score I 

see, war, heaven 
Score o 

bad, today 

2. Women older than girls. 

Score 2 

are, appear, seem, look, act 
Score I 

were, grow, become, dress, is 
Score o 

be, see, do, make 

3. The bird a song every morning. 

Score 2 

sings, sang, sung 
Score I 

will sing, sing, has, warbles, chirps, pipes, sings us, gives, gives us 
Score o 

likes, did, songs, song 

4. When the A grows older he B be a man. 

Ai : boy, youth, lad 

A2: child, son, baby, brother, man, boys 

Bi: will 

B2: may, must, can, shall, should, could, would, might, has to, is to, begins 

to, comes to 
Score 2 

Ai Br 

Score I 

Ai B2 

A2 Br 

Score o 

Ar B: says 

Br 

5. Children A to pick B 



Ar 

A2 

Bi 

B2 



like 

come, are, came, are not, go, likes, went, try, were, wish, have, ought 

flowers, berries, apples, fruit, daisies 

quarrels, playmates 



28 Key for Cojnpletion-Test Language Scales 

Score 2 

Ai Bi ■ 

Score I 

A2 ...... Bi 

A: climb, jump B: apples 

Ai B: flower, nuts 

A: try B2 

Score 

A: go B: stick 

6. All animals A shelter during a B 

Ai: seek, hunt, like, want, need, require, take 
A2: find, have, get, love, look for 
Bi: storm 
B2: shower, rain 
Score 2 

Ai Bi, B2 

Score I 

A2 B2, night 

Ai B: winter 

A: need B: day 

Score o 

A: are, will, do Bi 

A: have, shall B: year, day, summer 

7. The A of your B and mother is your brother. 



Ai 
A2 
A3 
A4 
Bi 

B2 



son 

pleasure, pride, boy, child, support, love, care, children 

boy, reason 

girl, work 

father 



family 
Score 2 

A I Bi 

Score I 

A2 Bi 

Score o 

A3 B2 

A4 Bi 

8. When two persons A about B which neither 

understands, they C almost D to disagree. 

Ai : talk, converse 

A2: decide, ask, are talking, dispute, argue, speak 

A3: fight, think, talking 

Bl: that, something 

B2: things, matters, anything, objects, a subject 

Ci: are 

Dl : sure, certain 

D2: bound, positive, ready, willing, apt, liable 

D3: conclude, agree 

D4: fit, always, very sure 



Scheme for Scoring Sentences 29 

Score 2 

Ai Bi Ci Di 

Ai Bi C: seem D: always 

Score I 

Ai Bi Ci D2 

A2 Bi Ci Di 

Ai B2 Ci Di 

Ai Bi C: can D3 

Ax Bi C: usually, will D: have 

Score 

Ai Bi Ci D4 

A3 Bi Ci .... Di 

A: are B: something Ci D: ready 

....A B want are often caused by C 



Bi: and 
B2: of 

Ci: drink, ignorance, laziness, sickness, disease, neglect 
C2: selfishness, jealousy, indulgence, imagination 
Score 2 

A: Poverty Bi Ci 

Score I 

A: Times B2 C: famine 

A: Cases B2 Ci 

A: Things B: people C2 

A: Need Bi C: pleasure 

A: People B: in Ci 

A: What B: girls C: variety 

Score o 

A: Health Bi C: laziness 

A: Horrors B2 C: obstinacy 

A: Hunger Bi C: cries 

A: Conditions B: in C: neglect 

10. The least difficult A are by no B always the 

most C , -D are the E tasks F 

the most disagreeable. 

Ai: tasks, undertakings 
Bi: means 
Ci: profitable 
Di: nor 
Ei: hardest 
F I : always 
Score 2 

Ax Bi C: pleasant, agreeable Di Ei Fi 

Score I 

Ai Bi Ci, trifling Di Ei Fi 

Ai Bi Ci Di Ex Fx 

Score 

Ai Bi C: pleasing D: altho E: hard pi 



LANGUAGE SCALE J 

Boys and soon become and women. 

Score 2 

girls men 

Score I 

girls, girl man 

girls gentlemen 

Score o 

girl mans 

men poor 

The are often more contented the rich. 

Score 2 

poor than 

Score I 

poor, people with, by 

children, people than 

girls with 

Score 

girls, men, parents than 

The rose is a favorite because of fragrance 

and 

Score 2 

flower its beauty, color 

Score I 

flower the beauty, color, smell, blossoms, sweetness 

flower its scent, smell, appearance, sweetness, blossoms 

Score o 

flower sweet, nice, looks, pretty 

It is very A to become B acquainted C 

persons who D timid. 

Ai: hard, difficult 

A2: trying, tiresome, pleasant, possible, nice, unusual, awkward, unpleas- 
ant, annoying, fine, strange, uncommon, inconvenient, kind, easy, 
grand, good, sensible, troublesome, necessary, commendable 

A3: well, unwise, customary, wrong, bad 

Bi: well, thoroughly, fully, intimately, personally 

B2: really, slightly, merely, closely, properly, rapidly, fairly, nicely, quite, 
familiarly, readily, quickly, better, much, more, so 

B3: good, goodly, kindly, easily, strongly, real, immediately 

Ci: with 

Di : are 

D2: seem, act, appear, look 
Score 2 

Ai Bi Ci Di 



Scheme for Scoring Sentences 



31 



Score I 

A2 

Ai 
Ai 

Score o 



Bi 

B2 

Bi 



Ci 
Ci 
Ci. 



Di 
Di 

D2 



A: nice B: much Cl . 

A3 Bi Ci Di 

Ai B3 Ci Di 



Di 



Extremely old A sometimes B almost as 

C care as D 

A I : people, persons 

A2 : age 

Bi: need, take, require 

Ci: much 

Di : babies, infants, young, children, invalids 
Score 2 

A I Bi ..„ Ci Di 

Score I 

Ai B: are Ci, great Di 

A2 B: brings Ci D: youth 

A2 B: seems Ci D: sickness 

A: automobiles Bi Ci D: horses 

A: men B: take Ci D: women 

A: books B: need Ci D: new 

A: people B: have, show C: little D: young 

Score 

A: things Bi Ci D: trouble 

One's A in life B upon so C factors 

D it is not E to state any single F 



for 

Ai: 

A2: 

Bi: 

Ci: 

Di: 

Ei: 

Fi: 

¥2: 

Gi: 

G2: 

Score 2 

Ai 

A I 

Score I 

A2 

Ai 



-G failure. 



success 

position, conduct, course, status, purpose, aim 

depends, rests 

many 

that 

easy, safe, wise 

rule 

reason, condition, factor 

his, her, one's, every, any, a 

avoiding 



Bi . 

Bi 

_... Gi 



Bi 
Bi 



Ci ... 
.. Ci 



Di 



Ei 



Di 



Fi 



Ei 



Ci 
Ci 



one's, our, complete 



Score o 
Ai 



.. Bi 

G: our 



Ci 



Di 
Di 



Di 



Ei 
Ei 



Fi 

F2 



.... G2 
cause 



G2 

G: 



E: true F: 



32 Key for Completion-Test Language Scales 

7. The future A of the stars and the facts of B 

history are C now once for all, D I like them 

E not. 

Ai: course, destiny, circuits, paths 
Bi: ancient, past, their 
B2: future 
Ci: fixed 

C2: known, learned, settled 
Di: whether 
Ei: or 
Score 2 

Ai Bi Ci Di Ei 

Score I 

Ai Bi C2 Di Ei 

Ai B2 Ci Di Ei 

Score 

Ai Bi Ci, known D: and, although Ei 



r^ 



LANGUAGE SCALE K 

I. The boy will his hand if plays with fire. 

Score 2 

burn he 

Score I 





Score 








use, shake, hold, lose 


suck, wash, he 




2. 


Hot weather comes in the A and B 


... weather 




C the winter. 








Ai : summer 

A2 : spring 

Bi: cold, snowy, icy 

B2: the, bad, rainy 

Ci: in 








Score 2 








Ai Bi 

Ai B: cool ... 


. Ci 

C: precedes 






Score I 








Ai, A2 B2 ... 

A2 Bi 


Ci 

. Ci, brings 






Score 








Ai Bi 


. C: comes 




3- 


The poor little A 

he is hungry. 


... has B nothing to .. 


C ; 




A I 

A2 

Bi 

B2 

Ci 


boy, lad, chap, fellow, child 

baby, creature, man, beggar, thing, pig, dog. bird 

had, found, absolutely 

got, received, almost, really, simply, even, probably 

no, not, hardly, never, entirely 

eat 






Score 2 








Ai Bi 


. Ci 






Score I 








Ai B2 

A2 Bi 

Ai B: eaten 


. Ci 
. Ci 
C: day 






Score 








Ai Bi 

Ai B3 


. C: do, wear 
. Ci 




4- 


Very few people A... 

the best advantage. 

A I : know, learn 
A2: find, show 


how to spend time and 


...B to 




Bi 

B2 

B3 
3 


money, energy, effort 
thought, study, work, 
go, send, try, do 


think, put it 





34 Key for Completion-Test Language Scales 

Score 2 

Ai Bi 

Score I 

Ai B2 

A: knows Bi 

Ai Bi 

Score 

A2 B: work, think 

Ai B3 

5, One A not, as a B , C attention 

D uninteresting things. 

A I : can, does, will 
A2: should 
B I : rule 

B2: student, teacher, necessity, reader, practice 
Ci: give, pay 
C2: attract, call, direct 
C3: fix, put, hold 
Di: to 
Score 2 

Ai Bi, fact Ci Di 

A2 :...... Bi Ci Di 

Ai Bi C2 Di 

Ai B: child Ci Di 

Score I 

Ai Bi Ci, C3 D: on 

Ai B2 C: place D: in 

Ai B2 Ci Di 

Ai B2 C: maintain D: with 

Ai B2 C: hold D: by 

A: has Bi C: much D: for 

A2 B: idiot, practice Ci Di 

Score 

Ai - B: spectator C: keep Di 

A: looks B: tarter C: giving Di 

6. To eat A one is B is a C pleasure. 

Ai : when, whenever 
A2: till, until 
A3: what, whatever 
Ci : great, real 
Score 2 

Ai B: hungry Ci 

A2 B: satisfied Ci 

Score I 

Ai B: well, happy Ci 

A: food, what B: fond of Cl 

A2 B: full, stufTed Ci 

A: heartily B: told, convinced Ci 

A: what, whatever, B: forbidden, given C: doubtful, Ci 

Score 

A: delicious B: sure Ci 

A: when B: enjoying C: marked 



Scheme for Scoring Sentences 35 

A they B us C not, nature's D 

are E and unchangeable. 

Ai: Whether 

Bi: suit, affect, impress, concern, favor, disturb 
B2: convince, effect 
Ci: or 

Di : laws, ways 
E I : fixed 
E2: true, inflexible 
Score 2 

Ai Bi Ci Di Ei 

Score I 

Ai B2 Ci Di Ei 

A: If Bi Ci Di Ei 

Ai B: influence Ci Di E2 

Score 

A: Even B: suit Ci D: roads E: sure 



LANGUAGE SCALE L 

1. Children A are rude B not easily win friends. 

A I : who, that 

Bi : do, can, will 

B2: may, should, must 

Score 2 

Ai Bi 

Score I 

Ai B2 

A: which Bi 

Score 

A: may be B: but 

2. Plenty A exercise and B air C healthy 

D and girls. 

Ai: of 

A2: outdoor, work, study 

Bi: fresh, pure, good 

B2: clear, plenty of 

C I : makes 

Di: boys 

Score 2 

Ai Bi Ci Di 

Score I 

Ai Bi C: make Di 

Ai B2 Ci Di 

A2 Bi _ Ci Di 

Ai Bi C: is D: to boys, for boys 

Score o 

Ai B: healthy C: give Di 

3. In A to maintain B health, one should have 

nourishing C 

Ai: order 

A2: seeking, trying, helping, traveling, summer, winter, spring, truth, illness 

Bi : one's, his, good 

B2: our, your 

Ci : food, foods 

Score 2 

Ai Bi Ci 

Score I 

A2 Bi Ci 

Ai B2 Ci 

Score 

A: life, time Bi Ci 



Scheme for Scoring Sentences 37 

4 A happiness can not be B with money. 

Ai: True, Real, Great, Your, Our, His, Her, One's, Children's 
A2: Some, Plenty, No, People's, Often, All, Much 
Bi: bought, compared 
B2: gotten, secured, obtained 
B3: had, won, insured, made 
Score 2 

Ai Bi 

Score I 

A2 Bi, B2 

Ai, Much, Always, Sometimes B2, B3 

Score o 

A: Good B: made 

A: Your B: counted 

A: Their B: repaid 

5. One's A do B always express his thoughts. 

A I : words, statements, lips 

A2: expressions, looks, actions, sayings, features, word 
A3 : ways, eyes, opinions 
Bi: not 
B2: nearly 
Score 2 

Ai Bi 

Score I 

A2 Bi 

A: words B: almost 

A: actions B2, most 

Score 

A3 Bi 

A: expressions B2 

6. To A.. to wait, after having B to go C , 

D very annoying. 

Ai: have 

Bi: prepared, planned, decided, promised, arranged, hurried 

B2: wanted, wished 

B3: had 

Ci: somewhere, out, away, home 

Di: is 
Score 2 

Ai Bi Ci Di 

Ai Bi C: promptly Di 

Ai B: asked Ci Di 

Score 2 

Ai B: waited Ci Di 

A: stop - B: attempted Ci Di 

Ai Bi, B2, B3 C: is D: sometimes, often 

Ai B: lunch C: swimming Di 

A I B3 C: quickly, far, away Di 

Score c 

Ai B: preparing C: there Di 

Ai B3 C: work Di 



38 Key for Completion-Test Language Scales 

7. It is sometimes .A. to B between two C 

of action. 

Ai: difficult, hard 
A2 : necessary 
Bi: choose 

Ci: lines, modes, courses 
C2: kinds, types 
Score 2 

Ai Bi Ci 

A2 B: hesitate Ci 

Score I 

Ai, A2 Bi, distinguish C2 

A: dangerous B: go C: men 

Score 

A: safe B: go C: guns 

8. One can A do his B at one C while 

D of another. 

A I : not, never 

Bi : best, duty 

Ci: thing, task, job, occupation, study 

C2: time 

C3.: place 

Di: thinking 
Score 2 

Ai -. Bi Ci Di 

Score I 

Ai Bi C2, C3 -. Di, dreaming 

A: often Bi Ci, C2, C3 Di 

Score 

A: also Bi C2 D: not 

Ai Bi C2 D: seeing 

A: easily B: work C2 D: talking 



LANGUAGE SCALE M 

1. One can not foretell A will happen in the B 

Ai: what 

Bi: future, morning, autumn, winter, night, end, spring, summer 
B2: city, crowd, present, family, house, month, year, morrow, day, world 
B3: time, past, today 
Score 2 

Ai Bi 

Score I 

Ai B2 

A: things that Bi 

Score 

Ai B3 

A: that Bi 

2. The dog A a useful B because C his 

intelligence and faithfulness. 

Ai: is 

Bi: animal, creature, friend, pet, beast, companion 
B2: fellow, thing, being, dog 
Ci: of 
Score 2 

Ai Bi Ci 

Score I 

Ai B2 Ci 

A: becomes Bi Ci 

Ai Bi C: he has 

Score o 

Ai Bi C: by 

A: has B: manner Ci 

3. Many people A their health because B do not 

C the D of hygiene. 

Ai: lose, injure, ruin, undermine, destroy 

A2: wreck, mar, haven't, spoil, waste 

Bi: they 

Ci: observe, heed, understand, know, practice, follow, keep 

Di: principles, laws, rules 

D2: need, good, value, meaning 

D3: science, subjects, books, lessons, study, rules, subject 
Score 2 

Ai Bi Ci Di 

'A: keep Bi C: neglect Di 

Ai Bi C: know D2 

Score I 

A2 Bi Ci Di 

Ai Bi C: study D3 

A: have Bi C: disregard D3 



40 Key for Completion-Test Language Scales 

Score 

A: protect Bi C: want D: disease 

A: lose Bi C: acquire D; value 

A: have Bi C: follow Di, ethics 

4. Nothing can A one's happiness B effectively 

than a guilty C 

Ai: destroy, injure, mar, lessen, decrease, ruin, spoil 
A2: harm, hurt, hinder, dampen, effect, darken 
A3: stunt, hinder 
B I : more 
Ci: conscience 
C2: man, person 
Score 2 

Ai Bi Ci 

Score I 

h2 Bj Ci 

Score 

A3 Bi C2 

5. To A many things B ever finishing any of them 

C a D habit. 

Ai: begin, undertake, attempt, leave, commence, start, try, plan 
A2: take, have, do, make, say, stop, think, get, avoid 
Bi: without 
B2: hardly, never, n 
B3: before, not 
Ci : is, becomes 
C2: forms, seems, starts 
Di: bad 

D2: deplorable, pernicious, tenacious, strange 
Score 2 

hi Bi Ci Di 

Score I 

A2 Bi Ci Di 

Ai B2, B3 Ci Di 

Ai Bi Ci D2 

Ai Bi C2 Di 

Score 

A2 B3 Ci Di 

A2 Bi _. C2 Di 

A: do D: when Ci Di 

Ai B: and Ci Di 

and dreary C a dis- 



6. 


The A seems . 

couraged D 


B ai 




Ai: world, day 

A2: way, time, road 

A3: teacher, man, boy 

Bi: dull, dark, sad 

B2: long 

Ci: to 

Di: man, woman, person. 


child, boy, girl 



Scheme for Scoring Sentences 41 

Score 2 

Ai Bi Ci Di 

A2 B2 Ci D: traveler 

Score I 

A2 B2 Ci Di, voyager 

A3 B: sad C: and, over Di, mortal 

A: man B: tired C: after D: attempt 

Ai Bi C: when Di 

Ai Bi C: for Di 

Ai Bi C: giving D: feeling 

Score 

Ai B: long C: although Di 

A that are B to one by an C friend 

should be pardoned D readily than injuries done by 

one E is not angry. 

Ai: Injuries 

A2: Insults, Harms, Wrongs, Slights, Offences, Things, 

Bi: done 

B2: given, rendered 

Ci : angry, angered, irate, enraged 

C2: irritated, incensed, old, another, injured, intimate, other, honest, inno- 
cent, ordinary, unkind 

Di: more 

Ei: who, that 
Score 2 

Ai Bi Ci Di Ei 

Score I 

Ai Bi Ci Di ._ E: which 

Ai B2 Ci Di =. Ei 

Ai Bi Ci D: less Ei 

Ai Bi C2 Di Ei 

A2 Bi Ci Di Ei 

A: words B: spoken C: irritated Di Ei 

Score o 

A: Things Bi C: unknown Di Ei 

Ai Bi Ci D: very Ei 

It is A that a full-grown man should B a ghost 

C he is D 

Ai: inconceivable, improbable, impossible, unbelievable 

A2: strange, absurd 

B I : see 

B2: fear 

Ci : while, when, if 

C2: unless, except 

Di: sane, sober, awake 

D2: insane, drunk 

D3: dead 
Score 2 



Ai 


Bi 


Ci 


Di 


Ai 


Bi 


C2 


D2 


A2 


B2 


Ci 


Di 



42 Key for Completion-Test Language Scales 

Score I 

A: best B: show C: that D: unafraid 

A: said B2 C: if D: wise 

A: foolish B2 C: since D: grown 

A2 Bi Ci Di 

A: unwise B: become C: before, until D3 

Ai B: be Ci D3 

Ai B: believe C: story D: reading 

Score o 

A2 B: know C: when D: alone 



OTHER SENTENCES USED IN ORIGINAL STUDY 

1. I see man and the boy. 

Score 2 

the 
Score I 

a, some, that, one, our, your, my, both the, the big 
Score 

big, bad 

2. Here is a man who do it. 

Score 2 

can, could, couldn't, can't, will, would, wouldn't, won't, may, cannot 

might, should, shouldn't, does, must, doesn't 
Score I 

did, shall, does not, likes to, ought to, saw him, dared to 
Score o 

dared, never, always, will try to 

3. Boys must A be rude to B mothers. 

Ai : not, never 
A2: seldom, alv/ays 
Bi: good, dear, any, our, your, the 
B2: their 
Score 2 

Ai B2 

• Score I 

Ai Bi 

Score o 

Ai B: his, her 

A2 B2 



Ai 

A2 

Bi 

B2 

B3 



4. The stars A brightly at B 

shine, shone, gleam, twinkle 

shines, appear, look, show, sparkle, come out, were shining 

night 

midnight, evening, seven, last, us, me, you, him, home, 7:30, 8 o'clock 

the sky, the town, city 

Score 2 

Ai Bi 

Score I 

Ai B2 

A2 Bi 

Score 

A: shining, are Bi 

Ai B3 



44 Key for Completion-Test Language Scales 

5. The wind the dust into our eyes. 

Score 2 

blows, blew, blowed, sweeps, swept 
Score I 

throws, carried, gets, sends, chases, carries, raises, brings, puts, threw, 

got, brought, sent, chased, raised, will blow, put, is blowing 
Score 

draws, makes, has, flew 

6. The Httle A and his dog B running a race. 

A I : boy, fellow, lad 
A2: child, master, man 
Bi: are, were, began 

B2: came, went, kept, try, play, like, won, was, is 
Score 2 

Ai Bi 

Score I 

Ai B2 

A2 Bi, B2 

Score o 

A: girl Bl 

A: cat Bi 

Ai had 

7. Boys who play A B mud get their hands 

C 

Ai: in 
Bi: the 

B2: wet, dirty, soft, black, any, with, near 
Ci: dirty, soiled, muddy 
C2: black, wet, sticky, filthy, nasty 
Score 2 

Ai Bi Ci 

Score I 

Ai Bi C2 

Ai, around B2 Ci 

A: marbles, games, ball B: in, with Ci 

A: with dirt, in dirt B: and Ci 

A: at B: moulding Cl 

Score 

Ai, with B2 C: dusty 

A: , much B: in Cl 

8. If a person injures one by A , without having intended 

any B , one should C D insulted. 

Ai: accident, chance, carelessness, thoughtlessness 

A2: mistake, words, remarks, talking, gossip, fooling, unthoughtfulness, 
mishap, talk, speaking, fun, ignorance, anything, word, speech, some- 
thing, haughtiness, shoving, pushing, hitting, joking, jokes 

A3: slander, insulting, snubbing, shooting, slapping 

Bi: injury, ofTence, harm, disrespect, insult, afifront 



Scheme for Scoring Sentences 



45 



wrong, thing, unkindness, hurt, mischief, malice, mishap, trouble 
not, never 



B2 

Ci 

Di: be, feel, become 
D2: act, get 

Score 2 

Bi 



Ai 
Score I 

A2 Bi 

Ai Bi 

A: accident 
Ai B2 

Score o 

A3 Bi 



Ci 



Di 



Ci Di 

Ci D2 

B: accident Ci Di 

Ci Di 



Ci 



Di 



9. A shelter A the weather is B appreciated on a 

C day. 

Ai: from 

A2: in, to, for, of 

Bl: greatly, thoroughly, fully, heartily, duly, certainly, usually, highly, 

always, generally, truly, indeed, much, keenly 
B2: rarely, not, seldom 
B3: only, surely, best, well, sincerely, most, fairly, quite, kindly, more, 

better, often, to be, deeply 
B4: very, good, glad, not 

Ci: stormy, rainy, snowy, wintry, cold, bad, hot 
C2: pleasant, beautiful, bright 
C4: damp, summer, wet, warm 
C5: pretty, summer, sunny, warm, good, clear, nice, fine 

Score 2 

Ai Bi Ci 

Ai B2 C2 

Score I 

Ai B3 Ci 

Ai Bi C4 

A: against Bi Cl 

Ax B: not C5 

Score 

Ai B4 :. Ci 

A2 Bi Ci 

10. A home is A merely a place B one C 

live comfortably. 



Ai 

A2 

A3 
Bi 
B2 

B3 
Ci 

C2 



not, often, sometimes 

generally, usually, just, now, really, now never 

but, only, always 

where 

in which, that 

for 

may, can 

will, would, should 



Score 2 

Ai Bi 



Ci 



46 



Key for Completion-Test Language Scales 



Score I 

Ai B2 Ci, C2 

A2 Bi Ci 

Ai, A2 - B: for C: to 

Ai B: so Ci 

Score a 

Ai Bi C: does 

Ai ..-- B3 C: who 

A3 Bi Ci 



II A are times in the B of almost C. 

us when we D for a long life. 

Ai: There 

Bi: experience, life, history, career 

B2: lives 

B3: youth, age, existence, days, past, midst, world, minds, hearts 

C I : everyone 

C2: any, anyone 

C3: all 

Di: wish, hope, plan, long, yearn 

D2: seek, ask, pine, pray, look, prepare, fight, strive, suffer 

D3: want, live, die 



of 



Score 2 
Ai 
Ai 



Bi 

B2 



Score I 

Ai .- Bi 

Ai B2 ... . 

Ai Bi, B3 

Ai B3 

Score o 

Ai -. Bi 

Ai Bi 



Ci 
C3 

C2 

C3 



Ci 



C3 



Di 
Di 



Di 

D2 



Ci 
C: 



Di 



Di 



D3 



every 



Di 



Ai B: midst, heart, world C3 D: are 



12. Children should A that after all nobody is B to 

care much more ..- C their success than D 

E parents. 

Ai: learn, know, realize, see, understand, remember, note, recognize, feel 

A2: appreciate, consider, find, think, believe 

A3: say, insist 

Bi: likely, apt, supposed, able, inclined, wont, disposed, going, willing^ 

expected 
B2: liable, sure, ever, made, ready, bound, known, here, trying, there, about, 

anxious, obligated, needed 
Ci: concerning, about, for 
Di: their 
Ei: own 
E2: dear, loving, fond, kind, two, good, devoted 



Score 2 
Ai 



Bi 



Ci 



Di 



Ei 



Scheme for Scoring Sente^ices 



47 



Score I 
hi 
A I 

A2 

Ai 

Score o 

A3 
Ai 



Bi 
Bi 
Bi 

B2 



.Ci Di E2 

. Ci D: do, will, both, are. 

. Ci Di Ei 

. Ci Di Ei 



E: their 



Bi Ci Di Ei 

B: absolutely Ci Di Ei 



13. One's real A appears B often in his C 

than in his speech. 

Ai: self, character, nature, intention, desire, ambition, attitude, spirit, feel- 
ing, worth, disposition, patriotism, happiness, motive 

A2: ability, power, thought, meaning. 

A3: sense, life, manner, tact, training, breeding, education, object, soul, 
traits, effort, dignity 

A4: customs, minds, brains, friend, idea 

Bi: more 

Ci: actions, deeds, conduct, habits, manner, behavior 

C2: appearance, face, expression, tone, manners, acts, letters, eyes, looks, 
silence, ways, thoughts, habits 

C3: writing, letters, work 

C4: mind, nature, dream, dress, heart, doings, character 



Score 2 

Ai 
Score I 

Ai 

A2 

A3 
Score 

A4 Bi Ci 

Ai Bi C4 

Ai B: most C: manners 

A: thought Bi C: character 



Bi 



Bi 
Bi 
Bi 



Ci 



C2 

C3 
Ci 



14. Sleep A. 



both 



.B and body. 



Ai : refreshes, aids, helps, strengthens improves 

A2: rests, stimulates, rebuilds 

Bi: mind 

B2: heart, brains, brain, eyes, health 

B3: health, mind, strength 

B4: legs, muscles 



Score 2 
Ai 



Bi 



Score I 

Ai, A2 B2 

A: makes B3 

A: builds B: mind 

Score 

A: rests B4 



48 Key for Completion-Test Language Scales 

15. It is hard A keep B getting K^ on a 



It 


is hare 


A keep B 


getting C 


rainy day. 




Ai 
Bi 
Ci 

C2 

C3 


to 

from 

wet, damp, cross, gloomy, drowsy 

tired, angry, sulky, dirty, sick, out, dull, 

work, umbrellas, cold, wet 


lazy, fretful 


Score 2 






Ai .. 


Bi Ci 




Score I 






Ai .. 
Ai .. 
Ai .. 
Ax .. 
Ai .. 


Bi C2 

B: busy C: ready 

B: dry C: out 

B: not Ci 

B: on C3 




Score 






Ai .. 
Ai .. 


Bi C: asleep, home 

B: dry C: shelter 




A 


.. and rain B plants 


c 


Ai: 
A2: 
A3: 
A4: 
Bi: 


Sunsh 

Heat, 

Water 

Snow 

make 


ine. Sun 
Fertilizer, Sun 
, Light 





16. 



B2: help, refresh 

Ci : grow, thrive 

C2: nourishment, growth 

C3: grow 
Score 2 

Ai Bi ._. Ci 

Ai B2 C: greatly 

Score I 

A2 B: give C2 

Ai — B: help C: along 

Ai B: our C: need 

Ai - B: makes Ci 

A: Air — B: do C: good 

Ai Bi C: healthy 

Ai B: the C: get 

A3 B: helps C3 

Ai B: keep C: growing 

A4 ... B: gives C: food 

A4, Hail Bi C3 

Score 

A: Ground B: kill C: growing 

17. The boy has book. 

Score 2 

a, the, his, her, my, their 
Score I 

a good, a big, a school, a nice, an, some 
Score 

pretty, red, heavy 



Scheme for Scoring Sentences 49 

18. A reasonable A of sleep and rest is B in order 

to C a high D of efficiency. 

Al : amount 

Bi: necessary, imperative, essential, desirable 

Ci: maintain, attain, achieve, reach 

C2: have, hold, keep 

C3: have, gain, secure 

C4: make, keep, hold 

Di: degree 

D2: standing, amount, quality 

Score 2 

Ai Bi Ci Di 

Ai Bi C2 D: standard 

Score I 

Al B: desirable C: give Dl 

Ai B: best Ci Di 

Ai Bi C3 D2 

Ai Bi C4 D: grade, state 

Ai Bi C2 D: position 

Score 

Ai B: best C: do D: piece 

19. The A is always shining, B storm-clouds 

sometimes C it D us. 

Ai: sun 

Bi: but, although 

B2: the 

Ci : hide, obscure 

C2: shield, bar, separate, cover, darken 

Di: from 

Score 2 

Ai Bi Ci Di 

Score I 

Ai B2 Ci Di 

Ai B2 C: reveal D: to 

Ai Bi C2 Di 

Ai Bi C: cover D: and 

Score o 

Ai B: and Ci D: to 

20. When one A angry he should B forth an 

effort C D his actions. 

Ai: is 

Bi: put 

B2: bring 

Ci: to 

Di : control, restrain, check, curb 

D2: subdue, overcome, crush, calm, change, cure, conquer, push, prevent, 
guard, hide, stop, consider, conceal 

Score 2 

Ai Bi Ci Di 



50 Key Jor Completion-Test Language Scales 

Score I 

Ai Bi Ci D2 

Ai B2, take, set Ci Di 

Ai B2 Ci D: overcome, subdue 

Score 

Ai B: set Ci D: maintain 

Ai B2 Ci D: conceal 

Ai B: try C: and D: stop 

21. Sympathetic A are B to dumb C. 

Al: people, boys, men, girls, women, persons, children 

Bi: kind, good 

Cl: animals 

C2 : persons 

C3 : people 

Score 2 

Ai Bi Ci, C2 

Score I 

Ai Bi C: ones, friends 

A: pats B: pleasant Ci 

A: characters, friends Bi Cl, C2 

A: signs B: best C2 

A: persons B: sympathetic Ci, C2 

A: words B: kind, nothing Ci 

A: feelings, hearts B: shown Ci, C2 

Score 

A: things, actions Bi Ci, C2 

A: people B: often Ci 

A: children B: not C: to learn 

A: forms B: used C3 

A: always B: good C3 

22.^A boy A run B than a C 



Ai 

A2 

A3 
Bi 

B2 

B3 
Ci 

C2 



can, will, may 

could, should 

can 

further, better, faster 

quicker, sooner, more, swifter 

rather, sooner, oftener 

baby, girl 



mile 
Score 2 

A I Bi Ci 

Score I 

A3 B: more C2 

A: cannot B: faster C: horse 

A: likes to B: better, more C: girl, man 

A2 Bi Ci 

A: should, has, can't B: more C2 

Ai, A2 B2 Ci 

A3 B: faster C: snail, cat, rat, dog 

A: always B: faster Ci 

A"?, will, should Bi C: man 

Ai, A2, will B3 Ci 



25- 



Scheme for Scoring Sentences 51 

Score 

A3 B: fast C: man 

A: took B: and C: jump 

A: who B: more C2 

23. A A drink is very refreshing to a B who is 

C 

Ai: cold, cool, good, fresh 

A2: healthy, soft, common, little, fine, water, soda, 5 cent, clean 
Bl : person, laborer, man, runner, woman, girl, child, tramp, boy, workman 
Ci: thirsty, hot, ill, tired, working, sick, traveling, exhausted, warm 
C2: healthy, well, here, running 
Score 2 

Ai Bi Ci 

Score I 

k2 Bi Ci 

Ai B: man, girl, boy C2 

Ax B: dog Ci 

A: little, small B: boy Cl 

Ai Bi C: dry 

Score 

A: fine B: man C: good 

24. A joke A one's self is seldom thoroughly B 

Ai: on, upon, about 
Bi: appreciated, enjoyed 

B2: pleasant, told, seen, played, known, reasonable, good, funny, explained, 
expressed, kept, liked 
Score 2 

Ai Bi 

Score I 

Ai B2 

A: to, with B: funny 

A: by B: amusing 

Score 

A: about B: queer 

A: in, of B: finished 

A: with, in B: true, good 



One feels A inclined to work B it is C. 

Ai : little, less 
A2: much 
Bi: when, if 
Ci : hot, warm 
C2: hard 
Score 2 

Ai Bi Ci 

A2, more Bi C: cold, cool 

Score I 

Ai B: after C: dark 

Ai Bi C: winter, nice 

A: dis, not, seldom, himself Bi, while C: hot 

A: very B2 cold, interesting 



52 Key for Completion-Test Language Scales 

A: seldom, really, rather Bi C: necessary 

A: himself, A2 Bi C: time, important 

A: well Bi C: easy, interesting 

A: often Bi C: raining 

A: not B: for C2 

A2 B: though C2 

Score 

A: so, too, very, almost, it Bi C: hot, day 

26. Brothers ..A sisters should always B to help 

C other. 

Ai: and 

Bi: try, offer, strive, aim, endeavor, learn, seek, consent, want, attempt, 

wish, like, agree 
B2: have, go, hurry, stay, love, work, be ready, come 
Ci: each 
C2: one, an, the, some, one an 

Score 2 

Ai Bi Ci 

Score I 

Ai B2 Ci 

Ai Bi C2 

Ai B: ask Ci 

Score 

Ai Bi C: out, along 

Ai B: go C: the 

Ai B: glad Ci 

27. Birds have A which enable them to B through 

the .C... 



Ai 
Bi 

B2 

Ci 



wmgs 

fly 

go 

air, woods, streets, sky, clouds, country, meadows 



Score 2 

Ai Bi Ci 

Score I 

Ai B2 Ci, wind, world 

A: food B: eat C: winter 

A: wing, foods Bi Ci 

A: nests B: sleep, rest C: night 

A: beaks B: pick C: summer 

A: feathers Bi Ci 

A: power Bi Ci 

A: feathers B: live C: winter, cold 

Ai Bi C: place 

Score o 

A: instincts, trees B: live C: year 

A: that B2 C: air 

A: incense B: wander C: world 

A: homes Bl ........ C: winter 



Scheme for Scoring Sentences 53 

28 A the weather is B one should weeir heavier 

C than when it is D 

Ai: When, If 
Bi : cold, cool 

Ci: clothing, clothes, garments, cloaks, coats, wraps, underwear 
Di: hot, warm 
Score 2 

Ai Bi Ci Di 

Score I 

Ai Bi Ci D: warmer, good, nice 

Ai B: stormy Ci D: nice, hot 

A: cold B: when Ci Di 

Ai B: winter Ci D: summer 

Ai B: bad Ci Di 

A: Although Bi Ci Di ^ 

A: As, Now Bi C: clothes Di 

Score o 

A: How B: no Ci D: cold 

A: Like B: today Ci Di 

A: Tho B: warm Ci Di 

A: Here, Sometimes Bi Ci Dl 

29. One cannot A his B thoroughly C 

he has good teeth. 

Ai : chew, masticate 
A2 : eat 
Bi: food 
Ci: unless 
C2: until 
Score 2 

Ai Bi Ci, C2 

Score I 

A: grind, bite, eat Bi, meals, supper Cl, C2 

A: do B: work Ci, C2 

A: have B: health Ci 

A: spoil B: looks C: when, if 

Ai Bi C: without 

A: maintain B: health Ci 

Score o 

A2, chew Bi C: when, if, because, though 

A: clean B: teeth C: when 

A: keep B: teeth C: clean, Ci 

A: have B: way C2 



ALPHA 7 AND BETA 33 

{See pages 60-62) 

(Sentences Alpha 7 and Beta 33 were used by Trabue in his "Preliminary 
List" of fifty-six sentences, but were discarded with several others from the 
same list because they seemed to present very unusual difficulties. Since 
Professor Kelley has included these two in his exercises for testing individuals, 
their scoring is included here.) 

Alpha 7. During the A weather the boys play in the 

shade. 

Score 2 

A: hot, warm, sunny 

Score I 

A: bright, summer, pleasant, nice, dry 

Score 

A: wet, rainy, bad 

Beta 33. Doesn't it A strange that B people 

should show so much C and D so E 

excitement when a sudden loud F is heard? 

Ai: seem 

Bi: some, many 

Ci: fear, alarm 

C2: excitement, fear, alarm 

Di: cause, make, exhibit 

D2; others, some 

D3: yet 

Ei: much 

E2 : little 

Fi: noise 

Score 2 

Ai Bi Ci D'l Ei Fi 

Ai Bi C2 D2 E2 Fi 

Ai Bi Ci D3 E2 Fi 

Score I 

Ai B: the, good, nice, all Ci Di Ei Fi 

Ai Bi Ci D2 E: extreme, great Fi 

Ai Bi C: trembling Di Ei Fi 

Score 

Ai B: all Ci D2 E2 Fi 



Calculation of Median Score in Language Scales 55 

3. Calculation of Median Score in Language Scales 

Each child who spends the allotted amount of time in an at- 
tempt to complete the sentences of any of the language scales 
should be given as a total score the sum of the number of points 
made upon the individual sentences contained in the scale. For 
example, the child who completes perfectly the first three 
sentences of Scale B, and almost perfectly the fourth sentence in 
this scale, should be given a total score of seven points on Scale 
B (2 + 2+2+1 = 7). Such a score on one seven-minute scale 
should not under any circumstances be used as a measure of the 
ability of the pupil. At least three such short scales should be 
used if one wishes to determine the ability of an individual pupil. 

To find the ability of the class on any language scale, it will be 
necessary to take into consideration the total score made by each 
child in the class on that scale. A distribution should therefore 
be prepared showing the scores made by the members of the 
class. This distribution should indicate the number of pupils 
in the class who make a score of zero, the number making a score 
of one, the number making a score of two, the number making a 
score of three, and so on for each step up to twenty, the highest 
possible score in Scales B to F. As examples of this sort of dis- 
tribution, we may take the following: 

Number of Times E.\ch Score was Made in Language Scale C 



Score 


12 3 4 5 6 7 


8 


9 10 11 12 13 14 15 16 17 18 19 20 


Total 


Group X 


. . 3 5 8 4 3 2 
....1.23 


2 
5 


. 1 


28 


Group Y 
Group Z 


643212 

22354.63421. 


29 
32 









There are 28 individuals in Group X, 29 individuals in Group 
Y, and 32 individuals in Group Z. The only adequate compari- 
son of these three groups is such a table as that shown above, or 
a surface of distribution representing the same facts. The 
average score, or even the median score, is in itself inadequate as 
a measure of the group, although it is usually desirable to cal- 



56 Key for Completion-Test Language Scales 

dilate the median as an indication of the central tendency of the 
group's ability. 

The median point of any distribution is that point on the scale 
which divides the distribution into two exactly equal parts. 
When the scales are very crude, and measurements of small 
numbers of individuals are being considered, it is not worth while 
to locate the median point any more accurately than by indi- 
cating upon what step of the scale it falls. In the case of carefully 
derived scales, however, it is often desirable, especially where the 
group to be measured is reasonably large, to locate the exact 
point within the step on which the median falls. This median 
point in the case of the scales here presented may well be cal- 
culated to the tenth of a unit. 

Since there are 28 individuals in Group X of the distributions 
show^n above, the median point will evidently fall between the 
fourteenth and the fifteenth individuals. If we begin with the 
three individuals making a score of 2, and count up through the 
five individuals making a score of 3, we should have to count out 
six of the eight individuals making a score of 4 in order to arrive 
at the point upon each side of which an equal number (14) of 
papers were scored. 

It now becomes necessary to define the fourth step. Some of 
those scored four may have been worth just barely 4 points, 
while others of this group may have been worth almost 5 points. 
It is impossible, of course, to know at just what points between 
these two extremes each of the eight individuals was located. 
The best single assumption to make, and the one which should 
always be made, is that those individuals scoring upon any single 
step of a scale are distributed along the step at equal distances 
from each other. We may therefore assume that the eight indi- 
viduals scored upon step 4 range from 4.0 to 4.999 and lie at 
equal distances from each other along this range. 

If we count out six, therefore, of the eight individuals who 
scored on step 4, we shall arrive at a point which is approximately 
4.7. 4.7 is therefore the median point of Group X. 

Similarly there are 29 individuals in Group Y. The middle 
case is the fifteenth individual who is the fourth of the six scored 
on step 9. This individual has fourteen persons scored above 
him in ability and fourteen persons scored below him in ability. 



Standard Scores on Language Scales 57 

The median point, therefore, will lie at the middle of that fraction 
of the step assigned to him. In order to reach this point it will 
be necessary to count out three and a half of the six individuals 
scored on step 9, which brings us to 9.6, the median of Group Y. 

Group Z presents a peculiar problem in the calculation of its 
median. There are 16 individuals above score 14, and 16 indi- 
viduals below score 14. Probably the wisest assumption to make 
is that the four individuals scored on 13 take up all of the thir- 
teenth step and that the six individuals scored upon 15 take up 
all of that step. If this is assumed, the median falls upon step 
14, probably at 14.5, since any given distance on a scale is 
best represented by its middle point. 

The 25 percentile and the 75 percentile are to be found in a 
manner similar to that for finding the median, counting into the 
distribution one-fourth of the total number of cases for the first, 
and three-fourths of the total number of cases for the second. 



4. Standard Scores on Language Scales 

In order to stimulate comparisons between groups of school 
children, certain tentative standard scores were estimated and 
included in the original monograph dealing with the completion- 
test language scales. The statement was made at the time that 
the "estimates are more likely to be too low than to be too high," 
and experience has shown that the estimates were distinctly too 
low. On the basis of extensive trials in their present form, it is 
now possible to furnish a useful set of standards for Scales B, 
C, D, and E. Scores on Language Scale F will be about i point 
less than scores on Scales B to E, and in the higher grades pos- 
sibly 2 points less. Scale F is intended as a substitute for 
Scales B to E, but to be used only after the previous four 
have been employed. 

The median B, C, D, or E score of any school grade, in which 
the pupils are from white, middle-class, English-speaking homes, 
and in which the English language has been well taught and care- 
fully used, should, at the middle of the term (where the semi- 
annual promotion scheme is used), or at the middle of the year 
(where promotions are made annually), be approximately as given 
in the table on page 58. 



58 



Key for Completion-Test Language Scales 



School 
Grade 


Semester or 
Half Grade 


B, C, D, or E 
Median Score 


Second 


C Low 2nd 
[ High 2nd 


[ 3-8 
4.8 

I 5.8 


Third 


f Low 3rd 
1 High 3rd 


f 7-4 
8.o< 

[ 8.6 


Fourth 


f Low 4th 
1 High 4th 


r 9-6 

lO.O 

[10.4 


Fifth 


f Low 5th 
1 High 5th 


II. 4 

[ II. 6 


Sixth 


f Low 6th 
1 High 6th 


\ 12.2 

12.4 ^: 
[ 12.6 


Seventh 


f Low 7th 
[ High 7th 


fi3.i 
13-4 

I 13-6 


Eighth 


f Low 8th 
1 High 8th 


fi4.i 

14-4 

I 14-6 



The total range of scores in any given class should usually not 
be more than 12 points, and the middle fifty per cent of the scores 
in any school grade should fall within a range of 2 points above 
and 2 points below the median. Greater variability within a 
class or grade is certain to result in very unequal degrees of 
understanding of the subject matter taught in the class. Ex- 
treme variability of scores within a grade is evidence of careless or 
inaccurate classification of the pupils. 

The score made by any individual pupil on a single short scale 
is not an adequate measure of his language ability. A fairly 
adequate index of individual ability may be found by testing the 
pupil on three or on all four of the Scales B, C, D, and E, and using 
as a final measure the average score obtained. It happens that 
such an average score approximates rather closely, in the case of 
pupils above the third grade, the mental age score that would 



Kelley's Arrangement for Individual Testing 



59 



be obtained by testing the child on the Stanford Revision of the 
Binet-Simon Scale. An average score of 10.5 on Scales B, C, 
and E, for example, would indicate that the child's mental age 
was approximately 10 years and 6 months. Although the chief 
purpose of the short scales is to serve as a means for comparing 
groups and classes, the average score obtained by an individual 
pupil on several short scales is a valuable index of individual 
capacity and will be useful in checking up the accuracy with which 
pupils have been classified in school. 

The standard scores given below for high-school classes are not 
as accurately determined as those given above for elementary- 
school classes, but they are based on actual tests of high-school 
pupils and are much better than the guess any reader would make 
for himself. As was stated above, the middle fifty per cent of a 
class should score within 2 points of its median on Scales B, C, 
D, or E. The middle fifty per cent should score within i| 
points of the median on Scales J or K, and within 4 points of the 
median on Scales L or M. The following class medians may be 
expected in a "classical" high school made up of middle-class 
white pupils who are accustomed to hearing the English language 
well used. 



High School 
Class 


Scales B, C, D, 
or E 


Scales J or 
K 


Scales L or 
M 


I 

II 
III 
IV 


15-2 

16.0 
16.7 
17-4 


7-5 
8.6 

9-4 
10. 


7-5 

9.2 

10.5 

II-5 



The writer would be pleased to receive copies of the distribu- 
tions of scores made by the pupils in various sections of the coun- 
try, particularly scores obtained from high-school classes. 

5. Kelley's Arrangement for Individual Testing 

Professor Truman L. Kelley has made an arrangement of the 
completion-test problems which will give in a single examination 
a fairly accurate measure of the language completion ability of an 
individual.^ The short scales presented in the foregoing pages 

^Truman L. Kelley: "Individual Testing with Completion-Test Exercises," 
Teachers College Record, Sept., 1917, pp. 371-382. 



6o Key for Completion-Test Language Scales 

and in the original monograph were designed primarily for the 
measurement of school classes. In order to measure an individual 
pupil with any degree of accuracy, it would be necessary to test 
him with at least three of the short ten problem scales and to 
use the average of the three resulting scores as the final measure 
of the individual's ability. Professor Kelley's rearrangement of 
the completion-test sentences consists of two equivalent sets or 
exercises, each exercise consisting of forty sentences arranged 
in order of their difficulty, from very easy sentences at the 
beginning to very difficult sentences at the end. The two sets 
or exercises arranged by Professor Kelley are given below. 

COMPLETION EXERCISE ALPHA 

Name Age Grade 

Write words in the empty spaces to make the whole sentence sound sensible and right. 

0. We like good boys girls. 

1. I like to go to 

2. The sky blue. 

3. Ice is cold, but fire is ., 

4. The stars and the _. will shine tonight. 

5. The plays her dolls all day. 

6. Good boys kind their sisters. 

7. During the weather the boys play in the shade. 

8. Boys must be rude to mothers. 

9. The boy will his hand if plays with fire. 

ID. Time often more valuable money. 

11. Hard makes tired. 

12. The rises the morning and at night. 

13. Hot weather comes in the and weather the 

winter. 

14. The child the river was drowned. 

15. She if she will. 

16. It is good to hear voice friend. 

17. The boy who hard do well. 

18. Boys who play mud get their hands 

19 the weather is one should wear heavier than 

when it is 

20. It is a task to be kind to every beggar for 

money. 

21. The happiest and contented man is the one lives a busy 

and useful 

22. In to maintain health, one should have nourishing 



23. Many people their health because do not the 

of hygiene. 

24. A home is merely a place .- one — . live comfortably. 

25. It is very to become acquainted persons who 

timid. 



Kelley's Arra^igement for Individual Testing 6i 

26. One's do always express his thoughts. 

27. The is always shining storm-clouds sometimes it 

us. 

28. Children should that after all nobody is to care much 

more their success than parents. 

29. are times in the of almost of us when we 

for a long life. 

30. One's real appears often in his than in his speech. 

31. Extremely old sometimes almost as care as 



32. To to wait, after having to go , very 

annoying. 

33. The seems and dreary a discouraged 

34. The knowledge of use fire is of import- 

ant things known by but unknown animals. 

35 want are often caused by 

36. In order clearly at it is to 

artificial 

37. One's .•-. in life upon so factors it is not 

to state any single for failure. 

38 a rule one association friends. 

39. One can do his at one while of another. 

40. The future of the stars and the facts of history are 

now once for all, I like them not. 

COMPLETION EXERCISE BETA 

Name Age Grade 

Write words in the empty spaces to make the whole sentence sound sensible and right. 

0. We are going school. 

1. I see you. Can you see ? 

2. The boy has book. 

3. I to school each day. 

4. Men older than boys. 

5. I see man and the boy. 

6. The wind the dust into our eyes. 

7. Here is a man who do it. 

8. The little and his dog running a race. 

9. Boys and soon become and women. 

10. The rude child does not many friends. 

11. Children should many lessons from parents. 

12. The are often more contented the rich. 

13. A drink is very refreshing to a who is 

14. Children to pick 

15. Brothers sisters should always to help -.. other. 

16. Children are rude not easily win friends. 

17. One can not foretell will happen in the 

18. The rose is a favorite because of fragrance and - 

19. The poor little has nothing to ; he is hungry. 

20. It is hard — .- keep getting on a rainy day. 

21 and rain plants 

22. Men more to do heavy work women. 

23. When one angry he should — forth an effort 

his actions. 

24. The of your and mother is your brother. 

25. Worry never improved a situation but has made condi- 

tions 



62 Key for Completion-Test Language Scales 

26. The best advice usually obtained one's parents. 

27. Sleep both and body. 

28. The sun is so that one can not directly 

causing great discomfort to the eyes. 

29. To many things ever finishing any of them a 

habit. 

30. When two persons about which neither understands, 

they almost to disagree. 

31. One not, as a , attention uninteresting 

things. 
32 things are satisfying to an ordinary than con- 
genial friends. 

33. Doesn't it strange that people should show so much 

and so excitement when a sudden loud 

is heard? 

34. It is sometimes to between two of action. 

35 that are to one by an friend should be pardoned 

readily than injuries done by one is not angry. 

36. To friends is always the it takes. 

37. To eat one is is a pleasure. 

38. It is that a full-grown man should a ghost he is 



39. One ought to great care to the right of ^ 

for one who bad habits it to get away from 

them. 

40. The least difficult are by no always the most , 

are the tasks the most disagreeable. 

No time limit is set for the completion of the sentences in 
either of the two exercises shown above, but the papers in any 
class may be taken up as soon as all but three or four individuals 
have stopped work. The time for completing one of the above 
exercises will vary therefore from twenty minutes with very young 
children to three quarters of an hour or more with older persons. 

The calculation of the final score of an individual on either of 
the above exercises is to be in terms of the difficulty of the sen- 
tences on which the individual has an even chance of success or 
failure. To say that Mary's score on Exercise Alpha is 8.25, 
indicates therefore that, if Mary should attempt to complete a 
number of sentences having a difficulty of 8.25, she would make 
just half of the total possible number of credits on them. This 
method of measuring a person, by the difficulty of those tasks- 
which he can do in only about half the cases, is quite useful and 
scientific, and is really not difficult after it has been used a few 
times, although at first sight it may appear somewhat compli- 
cated to the untrained teacher. 

The individual sentences on each blank are first looked over 
and marked 2, i or o, according to the adequacy of the words- 
written in the blanks, just as is done with the shorter scales 



Kelleys Arrangement for Individual Testing 63 

originally published for measuring classes.^ The scores on the 
individual sentences of an exercise are then added, not for the 
exercise as a whole as is done with the short scales, but for groups 
of sentences, five sentences in each group. Each pupil tested 
receives therefore eight partial or "raw" scores. One raw score 
is obtained for the first five sentences, another for sentences six 
to ten, another for sentences eleven to fifteen, and so on for each 
group of five sentences. As an example, we may imagine that an 
individual, John, has tried to complete the sentences in Exercise 
Alpha and has made the following raw scores: 

On sentences i to 5, a score of 10 
" " 6 " 10. " " " 10 



II 


" 15. " 


10 


16 


" 20, " 


' " 10 


21 


" 25, " ' 


" 8 


26 


" 30, " ' 


" 5 


31 


" 35, " ' 


" 2 


36 


" 40, " ' 


' " 



The above partial or "crude" scores are not adequate as a 
final measure of the individual's ability. To secure a scientific- 
ally accurate measure one must consider the above in connec- 
tion with the degree of difficulty of each group of sentences. 
The sentences of Exercise Alpha, and also of Exercise Beta were 
selected and grouped by Professor Kelley in such a way that the 
average difficulty of each group is as follows: 

Sentence Average Mid-point or Average 

Group Difficulty of Two Groups 

1-5 _ 2.00 

6-10 4.00 

11-15 6.00 

16-20 7.00 _ 

21-25 8.00 

26-30 9.00 

31-35 10 00 

36-40 II .00 



3 00 
5.00 
6.50 
7-50 
8.50 
9 50 
10.50 



Much time will be saved by making or securing one copy of 
the table on page 64 for each individual whose score is to be cal- 
culated : 



1 A list to aid in locating the detailed scoring scheme for each sentence in 
Exercises Alpha and Beta will be found on page 69. 



64 



Key for Completion-Test Language Scales 



RECORD AND CALCULATING SHEET 
For Calculating Individual Performance Levels on Completion 
Test Exercises Alpha and Beta 



Group of 
Sentences 



II 

A\-erage 
Difficulty 



III 
Raw 
Score 



IV 

Decrease in 
Raw Scores 



V 

Mid-point 
Between Groups 



VI 

Products 

IV xV 



1-5 
6-10 
II-I5 
16-20 
21-25 
26-30 

31-35 
36-40 



— 1 .00 

0.00 

1 .00 

2 .00 

4.00 

6.00 

7.00 

8.00 

9.00 

10.00 

1 1 .00 

12.00 

13.00 

14.00 

15.00 

16.00 



Est. 
Est. 
Est. 



Est. 
Est. 
Est. 
Est. 
Est. 



-•5 
•5 
1-5 
30 
50 
6.5 
7-5 
8.5 
9-5 

10.5 

II-5 
12.5 
135 
145 

15-5 



Name 

Age Grade 

School 

Score Individual's score is found by dividing the sum of 

products in column VI by the sum of decreases in 
column IV. 



Upon such a table the eight raw scores of any individual 
should be entered and the calculations made. The raw scores 
used in a previous paragraph as an example would be entered and 
the calculations made as indicated in the table on page 65. 



Kelley's Arrangement for Individual Testing 



65 



I 

Group of 
Sentences 


II 

Average 
Difficulty 


III 
Raw 
Score 


IV 
Decrease in 
Raw Scores 


V 

Mid-point 

Between Groups 


VI 

Products 

IV xV 


I- 5 


2.00 
4.00 
6.00 
7.00 
8.00 
9.00 
10.00 
II .00 


10 

JO 

10 

10 

8 

5 

2 







3.00 
5.00 
6.50 
750 
8.50 
950 
10.50 




6-10 






11-15 






16-20 


2 


75.0 


21-25 
26-30 


3 
3 


25-5 
28.5 


31-35 
36-40 


2 


21 .0 








10 






)9o.o{g.o 



It will be observed in column III that John made a perfect 
score of 10 points on each of the first four groups of sentences. 
In the group of sentences from 21 to 25, however, John secured 
only 8 out of a possible 10 points, so that between group 16-20 
and group 21-25 there is a decrease in raw score (noted in column 
IV) of 2 points. The average value or mid-point between these 
two groups, between which there is a decrease of 2 points raw 
score, is 7.5 (shown in column V). The product (15.0) of 2 and 
7.5 is therefore entered in column VI. 

Between the group of sentences 21-25 and the group 26-30 
there is a decrease of 3 points raw score and an average value of 
8.5. The product (25.5) is therefore entered in column VI. 
The sum of all the products finally entered in column VI is at 
last found and divided by 10, the sum of the decreases entered in 
column IV. The result of this division gives the difficulty value 
(9.00) at which the particular individual, John, would probably 
succeed or fail in an equal number of cases in his attempts to 
complete mutilated sentences. 

It is quite evident, however, that very young children will not 
make a raw score of as much as 5 points on the easiest group of 
sentences (group 1-5). Some provision must therefore be made 
for estimating what a given raw score on the easiest group, 
which has a difiiculty value of 2.00, would mean on another group 



66 



Key for Completion-Test Language Scales 



of difficulty 1. 00, or on a group of difficulty o.oo, or even on a 
group of difficulty — i.oo. Similarly, we must provide for 
estimating from the raw scores made by superior individuals on 
the most difficult group of sentences (group 36-40), which has a 
difficulty of 11.00, what scores would be made on more difficult 
groups if such were provided. Professor Kelley also points out 
that in using the method here described it is necessary that the 
easiest difficulty considered should bring about a raw score of 
10 and the hardest difficulty a score of o. The range of difficul- 
ties in Exercises Alpha and Beta is too limited to fulfill this re- 
quirement in all cases, and therefore the following tables are 
provided by Professor Kelley for use in estimating raw scores 
for difficulties i.oo, 0.00 and — i.oo from actual raw scores on 
the group 1-5, which has a difficulty of 2.00; and for estimating 
scores for difficulties 12.00, 13.00, 14.00, 15.00 and 16.00 from 
actual raw scores on group 36-40, which has a difficulty of 11.00. 



Actual Score on 


Estimated Score on Difficulty 


Difficulty 2.00 


I.oo 


0.00 


— I.oo 


9 

8 


10 


10 


10 

10 

10 

ID 

10 

10 

10 

ID 

10 

10 




q 


10 




7 

6 


9 


10 




8 


10 




5 


7 


... Q 




4 

3 - 

2 


6 


8 




.. S . . - 


. 7 ... 




. . - . 4. .. 


.. 6 -. 




I 


-; 


s -— 










s 













Actual Score on 


Estimated Score on 


Difficulty 




Difficulty 11.00 


12.00 


13.00 


14.00 


15.00 


16.00 








.... 


.... 


.... 





I 


... 


.... 


.— 


.... 





2 . 


I.. . 


.... 


.... 


— . 





3 

4 


I 


.— 


.... 


.... 





2 


I .... 


.... 


.... 





5 

6 


1.. 


.. . I .... 


.... 


.... 





4 ... . 


2 . . 


.... I .... 


.... 





7 


S -- - 


•; .... 


I .... 


.... 





8 


6 


. ..4 .... 


2 .... 


I .... 





q 


7 


- S - 


t. . . 


I .... 


















Kelleys Arrangement for Individual Testing 



67 



It frequently happens that an individual will make for some 
reason a higher raw score on one group of sentences than he made 
on a previous group which is in general less difficult. In such a 
case the decrease in score to be entered in column IV will be a 
negative quantity. In the case of the individual reported below, 
for example, 9 points were secured on the 36-40 group while only 
8 points had been secured on the easier 31-35 group. The de- 
crease entered in column IV is therefore — i , and the product 
entered in column VI is —10.5. The following example also 
illustrates the use of estimated scores for values not actually 
contained in Exercises Alpha and Beta. 



I 

Group of 
Sentences 


II 

Average 
Difficulty 


III 
Raw 
Score 


IV 
Decrease in 
Raw Scores 


V 

Mid point 

Between Groups 


VI 

Products 

IV xV 




— 1. 00 

0.00 

1. 00 

2.00 

4.00 

6.00 

7.00 

8.00 

9.00 

10.00 

II .00 

12.00 

13.00 

14.00 

15.00 

16.00 


Est. 

Est. 

Est. 

10 

10 

10 

10 

10 

10 
8 

9 

7 Est. 
5 Est. 
jEst. 
I Est. 
oEst. 




-■5 
•5 
1-5 
3-0 
50 
6.5 
7-5 
8.5 
9-5 

10.5 

II-5 
12.5 
135 
145 
15-5 
















1-5 






6-10 






11-15 






16-20 






21-25 






26-30 


2 


ig.o 


31-35 
36-40 


— I 


-JO. 5 


2 


23.0 




2 


25 .0 




2 


27 .0 




2 


^ 




I 


9. •'"■ 










10 


)I28.0{J2.8 



68 



Key for Completion-Test Language Scales 



Professor Kelley proposes tentative norms for Exercises Alpha 
and Beta. It will be remembered in using them that they are 
for difficulty values obtained by the method just described and 
that they are not related in any way to the scores obtained by 
the simpler method from Scales B, C, D or E, described in ear- 
lier sections of this pamphlet. 



Age 

7 

8 

9 ... 

10-.. 

II .... 

12.... 

13 - - 

14.... 

15 - 
16... 
17... 

18.... 



Tentative Norms 
For Completion Exercises Alpha and Beta 



Norm 
.1.1 

- 1-9 

- 31 

- 50 
. 6.2 

6.7 
■ 71 

- 7-3 
. 7.6 
. 8.2 
. 8.7 
. 9.0 



Grade 



Norm 



II 

Ill 

IV 

V 

VI 

VII 

VIII 

IX 

X 8 

XI - 9 

XII 9 

College Graduate 1 1 



The age norms given above are for persons in school and there- 
fore higher than would obtain for the general population. Psy- 
chological examinations in the United States Army have demon- 
strated to the writer that the average " Mental Age" of the general 
population is about 13.5 on the Stanford Revision of the Binet 
Scale. The average adult should not, therefore, be expected to 
make a score above 7.2 on Exercise Alpha or Exercise Beta. 



SCORING EXERCISES ALPHA AND BETA 

The sentences of Exercises Alpha and Beta are judged and 
scored in exactly the same manner as in the Language Scales 
previously described in thts booklet. For convenience the sen- 
tences of each exercise are listed below with references to the 
pages on which the detailed scoring scheme for each sentence may 
be found. The letters and numbers in parenthesis indicate the 
short scale and the number of the sentence in the short scale from 
which it was selected. Sentence o in each exercise is merely 
an example, is not to be checked as to correctness, and does not 
enter into the calculation of an individual's final measure. 



Kelleys Arrayigement for Individual Testing 



69 



EXERCISE ALPHA 



EXERCISE BETA 







On Page 






On Page 


I. See 


sentence 77 (Fi) 


27 


I. See 


sentence 73 (Ei) 


23 


2. " 


2(Cl) 


16 


2. " 


" 74(Xi7) 


48 


3- " 


" 75(E2) 


23 


3- " 


76(D2) 


20 


4- " 


8(B3) 


13 


4- " 


5(C2) 


16 


5. " 


ii(D3) 


20 


5- " 


3(Xi) 


43 


6. " 


" I2(C3) 


16 


6. " 


" I7(X5) 


44 


7- " 


Alpha7 


54 


7- " 


9(X2) 


43 


8. " 


" I3(X3) 


43 


8. " 


2o(X6) 


44 


9- " 


i6(Ki) 


c,i 


9- " 


" 29(Jl) 


30 


10. " 


22(B4) 


13 


10. '■ 


" 2i(D4) 


20 


II. " 


" 63(D5) 


20 


II. " 


" 58(E5) 


23 


12. " 


" 24(C5) 


16 


12. " 


" 6l(j2) 


30 


13- " 


" 57(K2) 


33 


13- " 


" I02(X23) 


51 


14. " 


" 25(E6) 


24 


14. " 


" 98(F5) 


27 


15- " 


3i(B6) 


14 


15- " 


" io5(X26) 


52 


16. " 


" 27(D6) 


21 


16. " 


6o(Li) 


36 


17. " 


30(C6) 


17 


17. " 


67(Mi) 


39 


18. " 


" 26(X7) 


44 


18. " 


" 64(J3) 


30 


19. " 


" I07(X28) 


53 


19. " 


28(K3) 


33 


20. " 


" 34(E7) 


24 


20. " 


" 691X15) 


48 


21. " 


" 7i(D7) 


21 


21. " 


" 72(Xi6) 


48 


22. " 


70(L3) 


36 


22. " 


" 37(C7) 


17 


23- " 


95UM3) 


39 


23- " 


94(X20) 


49 


24. " 


43(Xio) 


45 


24. " 


68(F:) 


28 


25- " 


" 41 (J4) 


30 


25- " 


" 36(E8) 


25 


26. " 


" 32(L5) 


37 


26. " 


42(D8) 


21 


27. " 


8i(Xi9) 


49 


27. " 


62(Xi4) 


47 


28. " 


47(Xi2) 


46 


28. " 


" 44(C8) 


18 


29. " 


46(Xii) 


46 


29. " 


" 45(M5) 


40 


30. " 


49(Xi3) 


47 


30. " 


" 5o(F8) 


28 


31- " 


" 93(J5) 


31 


31- " 


" 82(K5) 


34 


32. " 


" 92 (L6) 


37 


32. " 


51 (D9) 


22 


33- " 


91 (M6) 


40 


53- 


Beta 2,5 


54 


34- " 


" 53(C9) 


18 


34- " 


" 78(L7) 


38 


35. " 


" 96(F9) 


29 


35- " 


" 55(M7) 


41 


36. " 


83(Eio) 


26 


36. " 


" 54(Bio) 


15 


37- " 


" 87(J6) 


31 


37- " 


9o(K6) 


34 


38. " 


84(Dio) 


22 


38. " 


88(M8) 


41 


39- " 


" 97(L8) 


38 


39- " 


56(Cio) 


19 


40. " 


" 89(J7) 


32 


40. " 


85(Fio) 


29 



(The X in parenthesis indicates that the sentence concerned is not included 
in any of the scales but appears only in the "Other Sentence" series.) 



70 Key for Completion-Test Language Scales 

6. Difficulty of Each Sentence 

Detailed distributions of scores on each sentence were fur- 
nished in the previous edition of "Completion-Test Language 
Scales," in order that other investigators might make use of the 
methods and results in any way that seemed desirable. Since 
the chief purpose of this reprint is to furnish a "Key" to the 
Language Scales, only the final estimated difficulty of each sen- 
tence will be furnished here. 

The unit of difficulty is the P. E., or median deviation from 
the median of a school grade, assuming that within each school 
grade the abilities of children in completing these sentences are 
distributed around the median for the grade in accordance with 
the "normal surface of frequency." 

The arbitrary zero point selected for the scales is a point i 

P. E. below the difficulty of the sentence "We are going 

school." Giving this sentence a value of i.oo, each other sen- 
tence is given its proper value in relation to this degree of diffi- 
culty. The difference between a sentence of value 2.00 and a 
sentence of value 3.00 is equal to the difference between a sen- 
tence of value 10.00 and a sentence of value 11.00; is half as great 
as the difference between a sentence of value 4.00 and a sentence 
of value 6.00; and is one tenth as great as the difference between 
a sentence of value i .00 and a sentence of value 1 1 .00. 

The differences between consecutive sentences in Scales B, 
C, D, E and F are in each case as near i P. E. as it was possible 
to get with the sentences which had been evaluated. In Scales 
J and K the differences are about one and a half units between 
consecutive sentences, and in Scales L and M the differences are 
about one half of a unit in each case, except that the last sentence 
in each of these two scales is about one unit more difficult than 
the next-to-the-last. 

In the list of values which follow, the number of each sentence 
in the author's original report is given along with the number in 
this brief "Key." Those sentences which in the original study 
were numbered from i to 56 are most definitely evaluated, since 
their values are based upon the records of several thousand pupils. 
Sentences which in the previous report were numbered from 57 
to 72 are well evaluated, while those numbered higher than 72 
are only fairly well measured, as only about 500 pupils were 
used to secure these last values. 



Difficulty of Each Sentence 



71 



Sentences Included in Language Scale B 



Sentence 


Number in 


Difficulty 


Scale B 


1st Report 


Value 


I 


I 


.96 


2 


6 


1.98 


3 • 


8 


2.94 


4 


22 


4.26 


5 


23 


5 40 


6 


31 


6.50 


7 


35 


7.42 


8 


38 


8.42 


9 


48 


950 


10 


54 


10.76 


Sentences 


Included in Language Scale C 


Sentence 


Number in 


Difficulty 


Scale C 


1st Report 


Value 


I 


2 


1.38 


2 


5 


2.52 


3 


12 


3-58 


4 


19 


4-47 


5 


24 


5 69 


6 


30 


6.95 


7 


37 


7.85 


8 


44 


8.95 


9 


53 


10.05 


10 


56 


II. 17 


Sentences 


Included in Language Scale D 


Sentence 


Number in 


Difficulty 


Scale D 


1st Report 


Value 


I 


4 


1 .00 


2 


76 


1.97 


3 


II 


3-31 


4 


21 


4.40 


5 


63 


5-54 


6 


27 


6.67 


7 


71 


7.64 


8 


42 


8.86 


9 


51 


9.78 


10 


84 


10.85 


Sentences Included in Language Scale E 


Sentence 


Number in 


Difficulty 


Scale E 


1st Report 


Value 


I 


73 


1. 18 


2 


75 


1.63 


3 


7 


3-34 


4 


18 


4.42 


5 


58 


5-55 


6 


25 


6.32 


7 


34 


731 


8 


36 


8.32 


9 


52 


9.29 


10 


83 


10.55 



72 Key for Completion-Test Language Scales 

Sentences Included in Language Scale F 



Sentence 


Nu 


mber 


in 


Difficulty- 


Scale F 


1st 


Report 


Value 


I 




77 




1 .09 


2 




5b 




(2.40)? 


3 




lO 




341 


4 




14 




4.88 


5 




98 




6.16 


6 




99 




7-27 


7 




68 




8.28 


8 




50 




9.28 


9 




96 




10.48 


lO 




85 




11.58 


Sentences 


Included 


IN 


Language Scale J 


Sentence 


Number 


in 


Difficulty- 


Scale J 


I St 


Report 


Value 


I 




29 




4.12 


2 




61 




5-85 


3 




64 




7.02 


4 




41 




8.37 


5 




93 




9-53 


6 




87 




10.75 


7 




89 




12.31 


Sentences 


Included 


IN 


Language Scale K 


Sentence 


Number 


in 


Difficulty 


Scale K 


1st 


Report 


Value 


I 




16 




415 


2 




57 




5 98 


3 




28 




7.04 


4 




33 




8.38 


5 




82 




9 56 


6 




90 




10.79 


7 




86 




12.65 


Sentences 


Included 


IN 


Language Scale L 


Sentence 


Number 


in 


Difficulty- 


Scale L 


1st 


Report 


Value 


I 




60 




6.83 


2 




66 




7.40 


3 




70 




7.91 


4 




65 




8.38 


5 




32 




8.91 


6 




92 




9.71 


7 




78 




10.14 


8 




97 




II .11 



Difficulty of Each Sentence 



73 



Sentences Included in Language Scale M 



Sentence 


Number in 


Difficulty 


Scale M 


1st 


Report 


Value 


I 




67 


6.93 


2 




59 


7.46 


3 




95 


7-94 


4 




79 


8.48 


5 




45 


9.04 


6 




91 


9.88 


7 




55 


10.19 


8 




88 


II .14 


itences Evaluated but Not Included in Any Langu 


Sentence 


Number in 


Difficulty 


Key 


1st 


Report 


Value 


I 




3 


3-33 


2 




9 


3-76 


3 




13 


4 03 


4 




15 


4.81 


5 




17 


3.66 


6 




20 


4.09 


7 




26 


7.00 


8 




39 


8.58 


9 




40 


8.46 


10 




43 


8.29 


II 




46 


9.04 


12 




47 


9 03 


13 




49 


9.20 


14 




62 


8.92 


15 




69 


7.16 


l6 




72 


7-55 


17 




74 


1.28 


l8 




80 


8.59 


19 




81 


8.92 


70 




94 


8.15 


21 




100 


7-58 


22 




lOI 


6.82 


23 




102 


6.15 


24 




103 


8.60 


25 




104 


8.62 


26 




105 


6.71 


27 




106 


6.76 


28 




107 


6.96 


29 




108 


9.08 



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